Using IBL as an assessment strategy Alternative Assessment Techniques Project NExT Panel at JMM 2013 Dana C. Ernst Northern Arizona University Email: dana@danaernst.com Web: http://danaernst.com

About me • Assistant professor at Northern Arizona University. • PhD from University of Colorado (2008). • Project NExT Red08 Dot. • Special Projects Coordinator for Academy of Inquiry-Based Learning (AIBL). • Spent 4 years at Plymouth State University prior to NAU. • Number of IBL classes I had as a student: 0

What is assessment? Well, Wikipedia says: Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.

Four aspects of assessment 1. Data to justify a student’s grade. 2. Feedback to student about their level of understanding and utility. 3. Feedback to instructor about students’ level of understanding and utility. 4. Feedback to instructor about their effectiveness. Typically, traditional assessments (e.g., points-based exams and homework) by themselves do a poor job of accomplishing items 2-3. We can do better!

Optimization problem! Useful feedback to students & instructor Data to support grades Time required

Issues to address before course begins • What is the purpose of this course? • Why are we really here? • What are the content goals? • What are the process goals? • How can we build in flexibility to adapt to information from assessment? (Otherwise, what’s the point?!)

What is inquiry-based learning (IBL)? • According to AIBL: ‣ IBL is a teaching method that engages students in sense- making activities. ‣ Instructor provides well-crafted problems/tasks requiring students to solve problems, conjecture, experiment, explore, create, & communicate. • Key ingredients: Students are responsible for ‣ guiding acquisition of knowledge, and ‣ validating ideas/arguments that are presented. • Example: Modified Moore Method, after R.L. Moore.

• 5-10 “tasks” are assigned each class meeting (Daily Homework). Due at beginning of next class. • Students are responsible for digesting new material outside of class (readings and screencasts). • Nearly all class time devoted to students presenting or discussing proposed solutions/proofs to assigned tasks. • Students may request mini-lectures or screencasts. My approach to IBL • Students use felt tip pens to annotate work in light of discussion and presentations. • Daily Homework graded on ✔- system. What did they have done before class?

• Weekly Homework: ‣ On week n+1, students submit m problems from Daily Homework from week n. ‣ Problems are to be well-written (usually typed). ‣ Students forced to reflect on previous week’s work by reviewing their notes from Daily Homework. ‣ Incorporates multiple rounds of revision. • Assign occasional self-reflections. How can they improve? How can I improve? • My job: ‣ Facilitate discussion & keep us on track ‣ Mr. Super Positive ‣ Cross my arms and say, “hmmm” My approach to IBL (continued)

• The evidence in favor of IBL is compelling. • If I spend 50 minutes talking, it’s unlikely I’ve done any assessment. • During a typical day in an IBL course, the whole class session is spent on assessment. • When I used to predominately lecture, I was really just guessing at how effective I was being. Students lulled into thinking they understood. • Students presenting, discussing, and collaborating provides me and them with immediate feedback about how things are going. Keeping my mouth shut...and assessing

Resources • Academy of Inquiry Based Learning • http://www.inquirybasedlearning.org • Mentoring • Visiting Speakers Bureau • Small Grants available for developing IBL materials • Journal of Inquiry-Based Learning in Mathematics • http://www.jiblm.org • Refereed IBL materials • Legacy of R.L. Moore Conference • http://legacyrlmoore.org • Conference devoted to IBL and the Moore Method