Alec Alyssa

Transcription

1 Using Competency Based Assessments to Prepare Students for Internships in the Biotechnology Industry Alec Alyssa z

2 Del Lago Academy Campus of Applied Science Mission and Core Beliefs Preparing future scholars, innovators, and world citizens Authentic Learning Personalization Ethic of Excellence Skilled Professional Staff

3 Program Overview Three Integrations Curriculum School-to-Career Scholars

4 Program Overview Three Integrations - Curriculum Curriculum Science, technology, engineering, and math Linked Learning Biochemistry example

5 Program Overview Three Integrations School College Career Learning about work Building college and career awareness Learning through work Exploring college and career opportunities Learning for work College and career preparation

6 Program Overview Three Integrations Internships Salk Institute Palomar Health Discovery Children s Museum KPRI Radio

7 Program Overview Three Integrations - Scholars Scholars Single pathway curriculum No tracking Options in the senior year

8 Program Overview Grading Competency Model Assessments = Competencies Must pass every competency (C-) No Mark Homework doesn t count toward grade No extra credit

9 What s a competency at Del Lago Academy? It s an assessment that is graded that shows what you know and what you can do (i.e., skills). Examples of evidence for competency: Tests Formal Lab Reports Essays Interdisciplinary projects

10 Using Competency X to Advance Assessment Competency X Based Assessments Digital Portfolio Digital Badges Internships

11 Why design such an assessment system? Science major attrition 40% of science and engineering majors switch to other subjects or drop out. College readiness Remediation rates College completion Workforce readiness Globally competitive citizens

12 Dinopocalypse: A surprising theory with a real question to answer.

13 Dinopocalypse: How does a living organism survive?

14 Where did Competency X come from? Problems with the Dinopocalypse : Students struggled on performance tasks that require transferring skills from one context to another.

15 Scientific Inquiry

16 Scientific Inquiry

17 Scientific Inquiry

18 The Situation Not enough practice behaving like a scientist Lack of tracking skill development Scholars struggle on performance tasks that require transfer Difficulty transferring knowledge and skills to biotech internships

19 Guiding questions that came from our situation How do we develop competency based assessments that are formative in nature and promote reflective thinking on the part of the learner about how to improve? How do we give scholars more opportunities to succeed with skills required to be a competent scientist on performance based tasks? How can K-12 form partnerships with industry partners to develop meaningful assessment systems that can certify scholars as ready for internships and industry level work?

20 Action Plan 1. Clear expectations on what it means to be skilled in scientific inquiry 2. A way for scholars to reflect on their skill development 3. A way for scholars to receive recognition for these skills

21 Competency X Categories: Summarizing the science and engineering practices of scientists. Experiments Writing Analysis Planning, conducting, and evaluating experiments. Writing arguments based on evidence collected from experimental or text based research. Analyzing data, claims, theories, and models produced by scientists.

22 Action Plan 1. Clear expectations on what it means to be skilled in scientific inquiry 2. A way for scholars to reflect on their skill development 3. A way for scholars to receive recognition for these skills

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24 How do we communicate expectations? ACT College Readiness Standards NGSS Science and Engineering Practices Industry Feedback Comp X Badge Competency Guide

25 Competency Guides Competency Guide: Measuring Small Volumes Badge Del Lago Academy Campus of Applied Science Experiment: Measuring Small Volumes Badge As a scientist, you are able to Use a pipet to accurately aliquot a solution. 1.2 Use a micropipette to accurately aliquot a solution. 1.3 Use dimensional analysis to convert between different units of volume. 1.4 Demonstrate the proper technique for using a pipet and micropipette to reduce possible contamination in an experiment. 1.5 Select the most appropriate small volume measurement tool to perform accurate aliquots of a solution.

26 Badge Criteria Derived from the competency guide Describes specific evidence a scholar needs to provide to earn a badge Outlined on the badge webpage along with connections to competency guide

27 Badge Reflection Template

28 Measuring Small Volumes Badge

29 Measuring Small Volumes Badge

30 Measuring Small Volumes Badge

31 Measuring Small Volumes Badge

32 Badge Reflection Template

33 Badge Reflection Template

34 Digital Portfolio Contains multiple pieces of evidence showing a scholar s growth in the competency over time. Assessment results (quizzes, tests, projects) Laboratory work (photos, video, lab notes) Writing Samples Metacognitive Reflection (written or recorded) Follows scholar throughout each grade level

35 SAMPLE OF SCHOLAR DIGITAL PORTFOLIO

36 Awarding A Badge Badges are awarded through Credly and displayed on their digital portfolio Process for applying for a badge 1. Scholars submit their evidence 2. Evidence is reviewed and approved by teacher 3. Scholar is awarded badge to their Credly account

37 Analysis Level 1 Badge Competency Guide: 1.3: Determine how the value of one variable changes as the value of another variable changes in a simple data presentation. Context: Nuclear processes unit (radiocarbon dating).

38 Analysis

39 Experiment Level 1 Badge Competency Criteria 2.1: Select the appropriate controls (positive and negative) for an experiment. Context: Laboratory investigation detecting amylase activity in saliva.

40 Hypothesis Badge Competency 1.5: Form a hypothesis that specifies what happens to a dependent variable when an independent variable is manipulated. Context: Laboratory investigation on the Periodic Table.

41 Writing Timed writing events Formal lab report

42 Current Implementation Currently in 10 th grade biochemistry 4 industry and postsecondary partners to validate badges J. Craig Venter Institute Nanomedical Diagnostics CSU San Marcos MiraCosta College

43 Future Implementation at Del Lago Academy Science Department Other disciplines 10th grade science

44 Short Term Outcomes: Scholars More effective transfer of skills and knowledge from one context to another Transfer of skills from DLA to Biotech internships Greater scholar success on independent science performance assessments Increased scholar academic self-efficacy

45 Short Term Outcomes: Instruction More effective teacher modeling of scientific thinking and problem solving Increase in scholar-centered instructional practices by teachers Teachers increase their expectations of scholar possibilities

46 Longer Term Outcomes Greater teacher knowledge of learning progressions in science Increase college preparation, enrollment, and completion Reduction in postsecondary remediation More scholars continue to study science after DLA Greater scholar retention in science based postsecondary programs

47 Measuring Outcomes Survey of internship mentors and industry partners about how badges are working Literacy benchmark assessments Science Aspire assessment Alumni surveys

48 Implications for additional creative approaches Competency based grading s promise for linked learning Personalized assessment systems where time is not a variable Achieving greater transfer of skills and knowledge to workforce and postsecondary settings Deeper workforce and postsecondary partnerships Micro-credentialing (e.g., badging and certifications) Internships awarded based on concrete and fair criteria, not who you know.

49 Opportunities for Transformative Technology Formative Assessment Data Digital Portfolio Platform Digital Badging Platform

50 Opportunities for developing science content Science content Primary source journal articles Performance assessment events that require transfer Shorter and faster assessments that allow scholars to track where they are with a body of skills and knowledge

51 Questions about the future of badging in K-12 How big is the badge bucket? Big? (e.g., Critical Thinking and Collaboration) Medium? (e.g., Dimensional Analysis and Experimental Design) Small? (e.g., Micropipets and Spectrophotometers) Badge use and transfer to outside organizations Validation process

52 Thank you z