Knowing What Students Know: The Roles of Assessment in Instructional Design

Mark Urban-Lurain
Tuesday, October 10, 2017
11:15 - 1:00 (Lunch at 11:15, program starts at 11:30)
Lunch Provided

Abstract


Backward design (Wiggins & McTighe, 2005) of instruction starts by defining the learning outcomes for students, then determining what students will do (as measured by assessment) to demonstrate they have achieved those outcomes. In this session we will address some of the theoretical bases for assessments, the roles of formative vs. summative assessment, and aligning assessments with your learning outcomes. You will have the opportunity to apply the principles to the design of assessments in a course you are, or will be, teaching.

Biography


Mark Urban-Lurain is an Associate Professor and Associate Director for Engineering Education Research in the CREATE for STEM Institute at MSU. His research interests are in theories of cognition, how these theories inform the design of instruction, how we might best design instructional technology within those frameworks, and how the research and development of instructional technologies can inform our theories of cognition. He is PI for the Automated Analysis of Constructed Response (AACR) research group, a multi-institutional NSF-funded project to apply computerized language processing and machine learning to the analysis of student writing in large introductory science courses.