WISE LEARNING

Running Head: WISE LEARNING

WISE Design and Assessment for Learning Stephen Hawkins Students, MET Program University of British Columbia

Submitted to: Stephen Carey Faculty, MET Program University of British Columbia April 17, 2009

WISE LEARNING

WISE DESIGN AND ASSESSMENT FOR LEARNING

Technology enhanced learning environments (TELE) are quickly becoming a choice for educators to engage students in meaningful learning. Students are immersed in a digital technology world and as a result, technological use can provide a relevant platform to deliver learning. As a secondary school science educator it is important to me that a technology enhanced learning environment be able to support a student in meaningful learning where they utilize models, proceed through inquiry analysis and build upon their schematic framework so that they can draw upon and utilize their skills and understandings throughout life. There are many TELE designs that support such model based inquiry learning including Web-based Inquiry Science Environment (WISE). Good use of technology, however, must be coupled with effective instructional strategies to ensure a high level of achievement for students. This literature review focuses on how assessment for learning (AFL) strategies might complement implementation of a WISE design. AFL instructional practice has been developed from research on formative assessment by Paul Black and Dylan Wiliam and is a method of providing students with clarity of assignment criteria and ongoing, descriptive feedback regarding the progression of their learning. WISE was initiated in 1996 at the University of California, Berkeley with a focus of capitalizing on the potential of the internet to create a novel learning experience within science (Linn, Clark, & Slotta, 2003). WISE projects support various internet and digital based technologies (visualization software, simulations, handheld devices, etc.). Students work in pairs and are guided through the inquiry process embedded with continuous prompts for self and peer reflection of learning (Gobert, Snyder, & Houghton, 2002).

WISE LEARNING This literature review begins with an analysis of two research papers regarding assessment for learning (AFL), and in particular how formative assessment was developed to address the need for greater student achievement. Following an examination of AFL will be an

analysis of the Web-based Inquiry Environment (WISE), and in particular, how this program has been utilized with instruction in the classroom. The analysis of the articles will include a brief summary and critique, and will highlight how they support or negate the use of AFL instruction with WISE programs. The final discussion will indicate how WISE and AFL might together support a research design regarding their use in science education. Assessment for Learning From the article, Inside the Black Box, Paul Black and Dylan Wiliam (1998) address the will of increasing student achievement by using formative assessment strategies. Their review of 250 research journals, articles, and chapters clearly indicate room for greater student achievement, and that enhanced formative assessment strategies can provide this improvement (Black & Wiliam, 1998). What is not provided in their article is clear action teachers can take to achieve these results. Following is a review of a research study where Wiliam, Lee, Harrison, and Black (2004) assisted 24 teachers to engage in action research utilizing formative assessment within their classrooms. Wiliam et al., (2004) explain how the intent of traditional research is to inform, and not supply a teacher with direction of how to implement strategies within their classroom. Thus, the intent of their research is to demonstrate how formative assessment strategies can be incorporated into a teachers practice. Their study includes six secondary schools in Britain, from which two science and two math teachers were selected to participate in the study. The schools that were selected were schools that were inclined and able to participate in a formative

WISE LEARNING assessment strategic action plan. For six months the teachers were orientated in formative assessment and developed action plans to utilize within their classrooms for one school year. Standardized and in class assessments are used to measure student success (against comparative classes), and teachers were observed once each half term to generate qualitative data regarding changes in instructional practice (Wiliam et al., 2004). Wiliam et al. state that their study is to demonstrate how formative assessment strategies can be implemented into teaching practice. Despite this statement, they do not include any detailed qualitative analysis of change in teaching practice and only include analysis of student achievement. Their data indicates a positive effect of student achievement resulting from

instruction, but is difficult to interpret due to incongruent comparative classes. Student success is largely measured with standardized exams which enables ease of comparison, but is counterintuitive for the type of lesson specific assessment administered to address formative learning. Nonetheless, ample research is available regarding improved student achievement from formative assessment strategies and Wiliam et al., state that most of the teachers professionalism was positively affected by the intervention. Wiliam et al.s article is in response to the need for providing methodology for teachers to implement formative assessment strategies in schools. We know from empirical evidence that formative assessment will increase student achievement and we are provided with a clear example of how a teacher might implement such change. Nonetheless, change in teaching practice does not happen instantly and criteria from which to measure change will support this change in pedagogy. From this need for clear criteria to measure change, Black and Wiliam have refined and published a theory of formative assessment that teachers can use as a framework for implementing formative assessment practice.

WISE LEARNING Black and Wiliam (2009) address the need for providing a clear pedagogical theory of formative assessment by reviewing and synthesizing relevant literature. Their analysis and synthesis of over 70 references address their aims of amalgamating formative assessment

practices, articulating formative ideas in pedagogical theories, bridging and analysing alternative learning research, generating suggestions to improve instruction, and suggesting further research endeavours. From their cogent theory of formative assessment, Black and Wiliam suggest that a framework to inform practice includes encouraging linking ideas in class discussion and use of five key strategies. Black and Wiliams review and subsequent development of a theory of formative assessment is comprehensive and well informed (i.e., over 70 references), but does not indicate reference selection, nor do they include prevalent research by Kaser and Halbert (2008). Kaser and Halbert (2008) also suggest a framework of strategies, but have adjusted Black and Wiliams into six assessment for learning (AFL) strategies as described below. 1. Learners are in charge of and own their learning. 2. Each learner is clear about and understands the learning intentions of the current area of exploration of study. 3. Each learner has been provided with or has co-developed criteria for success. 4. Individual learners are regularly provided with personalized feedback that moves their learning forward. 5. Learners are used to responding to questions that generate evidence of their learning. 6. Learners regularly work as learning and teaching resources for each other. (p. 58) Kaser and Halberts extension of allowing students to co-develop criteria is a promising practice that has proven effective in my own practice as it encourages ownership of the learning process. The intention of this review is to assess how AFL instructional practice might support and enhance the implementation of a WISE learning project. Early research from Black and Wiliam (1998) indicate overwhelmingly that formative assessment (AFL) does indeed increase

WISE LEARNING student achievement, so it is clear that AFL strategies should be considered as a promising practice to implement a WISE design. Further research by Black and Wiliam, (2009) and Kaser

and Halbert (2008), provide strategic strategies for which a teacher might use to implement AFL design. Following is a review of the Web-based Science Environment and how its inquiry process might be augmented with AFL. Web-based Inquiry Science Environment (WISE) Capitalizing on the affordability of the internet and supported digital technologies, designers of WISE projects aim to create TELE designs that challenge students ideas regarding natural phenomena, and lead them through a collaborative inquiry based process of constructing new knowledge. WISEs Houses in the Desert project is a learning experience where students create solar houses that provide a comfortable climate for residents (Cuthbert & Slotta, 2004). An initial classroom trial of the project indicated four areas that required adjustment to improve student achievement. A newer version of Houses in the Desert was developed, and attended to the prescribed areas of increasing student peruse of internet sources, assisting in internet research, encouraging social constructivism, and assistance in design revision. A second classroom trial was conducted where 330 8th grade students worked in pairs to complete the twoweek project. From a comparison of student output and activity records, the updated version of Houses in the Desert resulted in better overall student achievement and success in the identified areas (Cuthbert & Slotta, 2004). Successive classroom trials of Houses in the Desert enabled WISE project developers to enhance and create a more meaningful learning environment. Their results provide significant resource for educators and would merit more attention had they included dates of trial implementation, and specific student artefacts they use to measure student achievement.

WISE LEARNING Comparative data analysis is provided between the classroom trials, but there is no indication as to what types of assessment were used. Despite this, Cuthbert and Slotta (2004) describe how attention to reflective feedback enabled students to achieve greater success. To improve the project design, the developers changed the project by embedding information and activities to focus students on salient websites, encourage their exploration of internet resources, promote peer collaboration, and suggest students amalgamate their house design (Cuthbert & Slotta, 2004). Each of these technology design enhancements focus on feedback to encourage student reflection and refinement of learning progression; an integral component of AFL strategy. The WISE project, Plants in Space is developed by a team of education, science, and technology experts to encourage students understanding of plant physiology (Williams & Linn, 2003). The project was tested in a fifth grade class whose teacher is a co-developer of the project. Following the initial trial, revisions were made to address student relevance to topics, adapt assessments, and include a new online graphing (modeling) feature. A second trial was implemented with the same teacher and comparative students success is reported from an analysis of quantitative pre and post test assessments that were further interpreted through qualitative analysis of student notes and observations. The research indicates an increase of student achievement, whereby visual models are given notice for enhancing students comprehension of difficult topics (Williams & Linn, 2003). Williams and Linns research methodology is sound, but does not indicate what year the study was initially implemented, and subsequently revised. Their initial trial was to inform the

design of the project in order to enhance greater student achievement. While student achievement is noted in the subsequent trial, we might also assume that improvement in instructional strategy also ensued. While teacher change is not analysed in this research, it could account for greater

WISE LEARNING student achievement. Williams and Linn (2003) do indicate that further research of the project will include an analysis of teaching instruction and adherence to effective scaffolding of scientific process and understanding. With the intent of analyzing change in teaching practice, Williams (2008) conducted a

three year case study analysis of a fifth grade teacher who implemented the WISE module, Plants in Space. In this project, students are to analyze plant growth through an analysis of what plant type might be suitable to go on a space mission with scientists. The purpose of Williams research is to assist the teachers implementation of the WISE module into his science curriculum, and to inform his instructional methodology to better assist students ability to visualize their thought process. The instructional method used for this project is the Scaffolded Knowledge Integration (SKI) that uses the principles of make thinking visible, provide social supports, make science accessible, and promote autonomy for lifelong learning (p. 317). These principles compliment AFL whereby students move their learning forward from social collaboration and descriptive feedback. The teacher implemented the WISE project in the spring of 2000, 2001, and 2003 with 23 students in each class working in pairs (Williams, 2008). Videotapes, audiotapes, and transcripts of classroom instruction are used in conjunction with transcripts of professional development meetings, and reflective teacher interviews to provide qualitative data. Williams utilizes triangulation and categorized the data as descriptive, questioning patterns (and types), or science dialogue (integration in small group discourse). From this analysis, Williams reports that the teacher increased support to pair, small, and whole group discussions, engaged students in more science dialogues, encouraged collaboration and connection to ideas, and significantly increased the frequency of conceptual questioning (Williams, 2008).

WISE LEARNING

Willams study provides clear evidence of how AFL strategies can augment an instructors implementation of a WISE project. The teachers instructional and technical delivery of the program increased over the three years; however, this enhancement might not have been as significant had Williams not been present as a participant observer. The promising principles of SKI informed the professional change in this teacher, but we are not provided with any measure of student achievement. Nonetheless, supporting group discourse, social collaboration, and focussing on conceptual questioning are strategies encompassed within Kaser and Halberts six AFL strategies (see p. 5). Conclusion Black and Wiliam (1998) clearly indicate that formative learning strategies will increase student achievement. Ongoing work in formative assessment has led to the current use of assessment for learning (AFL) strategies, whereby learners are provided with specific, ongoing descriptive feedback to move their learning forward. Kaser and Halberts (2008) six strategies of AFL serve as a guidepost for instruction that encourages students to reflect upon, and own their learning. The Web-based Inquiry Science Environment (WISE) is a powerful internet based learning environment that challenges students understanding of salient scientific phenomena, and provides a collaborative learning environment whereby thoughts are visualized and reflected upon (Linn, Clark, & Slotta, 2003). Williams (2008) analysis of a teachers professional change through provides evidence purposeful use of AFL type strategies with a WISE project. Both WISE design and AFL instruction create a learning environment that promotes visual articulation and ownership of learning. Further research is needed that addresses student engagement and success from the blending of WISE and AFL.

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WISE LEARNING References Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment [Electronic version]. Phi Delta Kappan, 80(2). 139-44. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment [Electronic version]. Educational Assessment, 21(1). 5-31. Cuthbert, A.J., & Slotta, J.D. (2004). Designing a web-based design curriculum for middle school science: the WISE 'Houses In The Desert' project [Electronic version]. International Journal of Science Education, 26(7). 821-844.

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Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students' understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. Retrieved February 23, 2009, from http://mtv.concord.org/publications/epistimology_paper.pdf Kaser, L., & Halbert, J. (2008). Developing deep learning in Canadian schools [Electronic version]. Education Canada, 48(5). 56-59. Linn, M., Clark, D., & Slotta, J. (2003). WISE design for knowledge integration [Electronic version]. Graduate School of Education, 87(4). 517-538. School District #27. (2009). School District #27 - AFL webcasts. Retrieved April 8, 2009 from http://www.sd27.bc.ca/index.php?option=com_content&task=category&sectionid=35&id =176&Itemid=270 Wiliam, D., Lee, C., Harrison, H., & Black, P. (2004). Teachers developing assessment for learning: impact on student achievement [Electronic version]. Assessment in Education, 11(1). 49-65.

WISE LEARNING Williams, M. (2008). Moving technology to the center of instruction: How one experienced

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teacher incorporates a web-based environment over time [Electronic version]. Journal of Science Education and Technology, 17(4). 316-333. Williams, M., & Linn, M. C. (2003). WISE Inquiry in fifth grade biology [Electronic version]. Research in Science Education, 32. 415-436.

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