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PORTAAL: a practical observation rubric to assess active learning in the college science classroom (531.9)
Author(s) -
Wenderoth Mary Pat,
Eddy Sarah,
Converse Mercedes
Publication year - 2014
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.28.1_supplement.531.9
Subject(s) - rubric , active learning (machine learning) , mindset , next generation science standards , mathematics education , class (philosophy) , accountability , apprehension , student engagement , variety (cybernetics) , computer science , discovery learning , constructive , psychology , science education , process (computing) , artificial intelligence , political science , law , cognitive psychology , operating system
Active learning is defined and implemented in a variety of ways. Yet how activities are implemented in the classroom may be key to whether student learn. Recognizing the cognitive science underpinning the activity is therefore an important first step to successfully implementation. Unfortunately, there are few easy to use observation tools to assess implementation of active learning. We created our tool/rubric by first reviewing the literature and identifying four key dimensions shown to increase student learning: 1) Ericsson’s “deliberate practice” (1998); 2) encouraging meaningful participation through accountability addresses the need for attention in learning (Bjork 2002) & Chi’s Active‐Constructive‐Interactive framework (Chi 2009); 3) logic development is an opportunity for students to generate, interpret and elaborate on their understanding (deWinstanley & Bjork 2002) and 4) reducing student apprehension which reinforces Dweck’s mindset work (1999). We deconstructed each dimension into 28 different elements observable in a classroom and used PORTAAL: a Practical Observation Rubric to Assess Active Learning to observe 27 different instructors across two years of introductory Biology. PORTAAL was able to successfully differentiate a wide range of active learning behaviors and future work will correlate student academic performance in class with PORTAAL results. Grant Funding Source : NSF DUE 1118890