Abstract:

In this presentation we discuss our experience of developing and integrating into teaching practice specific assessment instruments in the assumption that the learning process is organized as a blended “flipped” –“active learning with traditional component”, or in a pure flipped environment. Though the authors have a history of organizing classes with active learning component, in this presentation we mainly summarize our experience gained in recent years within the following projects: Biomedical Calculus pilot course (Fall 2016); Biomedical Calculus curriculum development (2016-2017); Linear Algebra (taught in Fall 2016 as flipped class), integration laboratory component into biomedical calculus curriculum (2016-2017): labs designed for specific majors in STEM fields (2012-2016), Collegiate Mathematics Teaching (in flipped classroom environment): graduate elective course in mathematics education curriculum (taught as on-line course in Spring 2017). Though all projects listed above are related to teaching mathematics, we discuss our findings and observations as applicable to other disciplines.

The shift of methodology from instructor centered methodology to student centered methodology requires developing and incorporating elaborate methods of formative assessment into the curriculum. Efficacy of assessment depends on motivation (students’ need), means (students are willing and able to use it), and opportunity (students receive it in time to use it) [1]. We will analyze the developed assessment instruments and strategies from this perspective.

Every sound formative assessment strategy “...is based on psychological ideas and can be only as good as those ideas …. The theory should make sense to teacher …. " [2]. To develop the methodology to analyze student’ activities and assessment instruments aimed at various levels of cognitive demand, constructivist's ideas, Bloom’s Taxonomy, and foundations of the Stage- by-Stage Development of Mental Actions [3]. We will focus on formative assessment strategies aimed as assessing factual and procedural knowledge that we expect students master at the beginning of learning process. We will also dwell on assessment of higher level of cognitive demand in the context of metacognition [4].

Though there are four components of curriculum development [5], traditionally the focus is on the lecture content, means of its delivery, and summative assessment. In active learning in general, and in flipped classroom particularly the concept of content is extended – it also includes not only subject area content per se, but the subject area content is considered an integral part of students’ group and individual interaction with this subject area content; the focus also is shifted toward “formative assessment”.

References:
[1] Shute, V. (2008), Focus on formative feedback, Review of Educational Research, 78, 153-189.
[2] H. P. Ginsburg (2009), The challenge of Formative Assessment in Mathematics Education: Children’s Minds, Teachers’ Minds, Human Development, 52,109-128.
[3] Bouniaev, M., (2004), (Stage-by-Stage Development of Mental Actions and Online Mathematics Instruction, Society for Information Technology and Teacher Education International Conference 2004, Vol. 1, 4366-4373.
[4] Daniel Muijs & David Reynolds (2017), Effective Teaching – Evidence and Practice, SAGE Publications.
[5] Tyler, R. (1949), Basic Principles of Curriculum and Instruction. University of Chicago Press.

Keywords:

Assessment, flipped class, mathematics education.