KWL CHART

MINI CASE STUDY

GRASPS
 AUTHENTHIC
ASSESSMENT

I learned that authentic assessment is

Assessment was the basis of I want to know what is the idea of measuring student’s ability that is
students learning and main purpose of authentic relevant skills for them to improve. It is a
development himself. It is the
assessment to students learning. using a critical thinking by idea of creative
chronological process of
Why is it that authentic learning experience to test the student’s
information that students need to
achieve the learning development assessment is more effective that skills ang knowledge in real situations.
by defining, analyzing, and Authentic assessment includes a task to
traditional assessment?
interpret. Authentic was a wide students perform and a using a rubric to
range of learning techniques that Why we need to apply the different evaluate their performance on the task.
focused to students know about techniques and evaluate their Assessment are authentic if it is realistic,
real world problems and issues performance. Why we need to require judgement, innovation and assess
that needs to be solve. the student’s ability to effectively use their
prepare them in real life
Authentic assessment is knowledge and skills to complete a task.
activities/task?
something that effectively Provide students many avenues to learn
engaging student learning in an I want to know if hands on and demonstrate best what they have
activity that related to real life activities and applied their skills in learned with the guide instruction and
tasks. Using rubrics to evaluate provide feedback to help students manage
a new situation in environment is
their performance if they their own learning.
improving. effective to students learning
development.
 TRADITIONAL
ASSESSMENT

Assessment was the basis of I want to know what is the Traditional assessment is
students learning and purpose and importance of generally refers to written testing
development himself. It is the Traditional assessment in such as multiple choice,
chronological process of effective learning development matching type, true or false, fill in
information that students need of students. the blank etc. Written
to achieve the learning   assessment must typically be
development by defining, Why is the difference of completed within a specific
analyzing, and interpret. Traditional assessment and amount of time. Test is to
Traditional assessment refers authentic assessment? evaluate if the student’s learned
to methods of testing, usually   the content, to determine
use standardized and use of How these different types of whether or not the students
pen and paper with multiple test challenge the knowledge acquire the knowledge.
choice, true or false or of student? Assessment or test assumes that
matching type test items. all students should be learn the
  same thing and relies on rote
memorizing of facts.
 
Mini Case 1: Case Study Learning in the Classroom
BREADCRUMB
HOME MINI CASE 1: CASE STUDY LEARNING IN THE CLASSROOM MINI CASE 1: CASE STUDY LEARNING IN THE CLASSROOM
MSC began by producing and piloting case studies in classrooms around the University of Michigan campus. One early
adopter, Professor Jeremiah Johnson at the School of Natural Resources and Environment, developed two of MSC’s first case
studies with students from his class. The narrative that follows describes the learning and assessment that took place with those
cases, as Professor Johnson attempts to answer the question “Can student work promote classroom learning for other students
and contribute to faculty scholarship?”

Professor Jeremiah Johnson clicked “Save” on the syllabus for his Winter 2016 class, NRE 615: Renewable Electricity and the
Grid. He hesitated a moment before closing the document, reflecting on the adjustments he had just made to the course. As with
most faculty, the bread and butter of his courses was lectures. Lately, though, he had begun to feel dissatisfied with relying so
heavily on this one teaching method. The problem with lectures, as he saw it, was that it encouraged far too much passivity
among students. What he really wanted was for them to be engaged in the learning process, to take a more active role in both
acquiring and creating knowledge. He wasn’t entirely sure how to do this, but he had just signed his name onto a proposal for
the Transforming Learning for a Third Century (TLTC) initiative in which the faculty of the school were throwing their weight
behind an effort to create case studies for sustainability education. The initiators of the proposal had chosen case studies
because they have been shown to enhance student learning (Srinivasan et al., 2007; Herreid, 2011). In the spirit of the proposal,
Professor Johnson planned to have his students create their own case studies as the major project for the course. Running such
experiments in the classroom was always risky, he knew. Would the students understand the assignment and be able to deliver
suitably high-quality work? Would the assignment enhance their learning and motivate them to be more active learners? Or,
would their distaste for the assignment result in poor course evaluations for him? And lastly, could he use the students’ case
studies in future semesters to promote classroom learning while contributing to his own scholarship?
It was April, and the end of the academic year was finally near. Professor Johnson settled into a rotating seat in the auditorium-style
classroom, pen and rubric in hand. This week, the students were giving presentations about the case studies they had been working on all
semester. Based on the written work the students had turned in, they had risen to the occasion with some truly excellent case studies.
Several representatives from MSC had also joined class to scout for the best ideas to potentially fund and develop into complete,
multimedia-enriched cases. Professor Johnson knew which groups he would recommend, and he was curious to see if the MSC
representatives agreed with him. Later that month, Professor Johnson found himself in MSC’s first curricular advisors meeting, reviewing
proposals with other faculty from around campus. The room buzzed with excited energy as the advisors sorted the proposals by theme,
location, and competencies addressed, seeking diversity for a future case library. By the end of the two-hour meeting, 27 proposals had
been accepted and would become the very first MSCs, including two proposals from his students in NRE 615. Professor Johnson was
especially interested in these case studies because they fit well into his existing syllabus, and he could use them to teach future students.
And, having the students write the case studies based on their classroom work seemed to be an efficient way of creating new teaching
materials. He hoped the student case authors would get as much out of the process as he was getting in new teaching materials. He
thought they would, based on what he knew about the research on the benefits of project-based learning (Wiek et al., 2014).

Summer came and went far too quickly. The student case authors had put in a lot of work over the past few months to transform their
classroom assignments into complete case studies. One of the case studies, “Distributed Energy Storage” (Kraus et al., 2016), about an
innovative partnership between Tesla and a small electric utility in Vermont called Green Mountain Power, was slightly further along in the
production process and would likely finish soon. The team had worked especially quickly given that they had chosen to do the majority of
the podcast production themselves. Most teams that Professor Johnson knew of worked with MSC to conceptualize the podcast and conduct
interviews, and MSC provided the production and engineering. One of the student case authors, Andrea Kraus, had some experience in
audio production, and she was using this opportunity to flex and strengthen her media muscles. The podcast was shaping up to be an
excellent addition to the case study, both as a complementary mode of learning (Serva & Fuller, 2004) and as a connection to the
practitioner for the case, Josh Castonguay of Green Mountain Power. Mr. Castonguay had been able to provide an insider’s perspective on
the partnership Green Mountain Power had undertaken, and as a result the case study linked theory to practice in a way that a textbook
could not. Professor Johnson had high hopes for the positive impact the case would have on his teaching when he piloted it next Winter
term. However, he still had to decide how to assess the impact of the case on the students’ learning. How could he get useful feedback in a
way that would also help build his own scholarly portfolio?
Resolution: In January 2017, Professor Johnson launched “Distributed Energy Storage” in NRE 615 by giving his students a quiz. He had a keen interest
in assessing the case, or, in other words, finding out whether using the case study produced positive student learning outcomes. Although MSC was
rapidly developing its own set of assessment tools for its cases, Professor Johnson had a solid idea of the approach he wanted to take, so he had
ventured out on his own and was now passing out content-related questions about the case. The students would see these same questions on the final
exam in April, and he planned to compare scores between the two tests. Professor Johnson was also looking forward to the annual meeting for the
Association of Environmental Engineering and Science Professors (AEESP) that, conveniently, would be held in Ann Arbor in June. He was already
preparing his abstract, certain that his results would interest other environmental engineering professors looking to improve their own teaching.

At the conference that summer, a sizable crowd gathered to hear Professor Johnson’s talk about his experience using “Distributed Energy Storage.”
Although many of the audience members were passionate about teaching, he was unsure how many were using case studies. He knew that case
studies, although they had some research supporting their efficacy (e.g., Anderson et al., 2017; Dochy et al., 2003; Dori et al., 2003), were not
universally loved. Many instructors believed that case studies were an inferior method of teaching course-related content, for example. Often,
appropriate case studies were unavailable, requiring an instructor to create his or her own case study from the ground up, which consumed precious
time. Faculty were also used to lecturing and often not trained in facilitating the kinds of classroom discussions associated with case studies
(https://www.hbs.edu/teaching/case-method/Pages/default.aspx). MSC aimed to overcome some of these barriers with its case library and teaching
workshops, but changing habits and minds would take time.

Professor Johnson’s assessment results were encouraging: Most students showed improvement from pre- to post-test, including international and first-
generation college students. His class comprised students primarily from three different schools: Engineering, Business, and SEAS. Interestingly, the
Engineering students showed the largest score gains, followed by the SEAS and Business students (Figure 1). Overall, Professor Johnson told the
audience, he had observed great value in having students write a teaching case. He also found that supplementing lectures with cases helped to tie
disparate concepts together for the students.

The audience clapped enthusiastically after Professor Johnson concluded his presentation. A barrage of questions followed, so many that the moderator
had to end the discussion to let the next speaker take the podium. Professor Johnson returned to his seat, beaming. He wasn’t sure how many
converts to case-based teaching he had made, but he suspected it was at least a few. The case studies had, in the end, been a successful experiment
in co-production, and he intended to use the student-produced material in his class for a long time to come.
 Summary & Reflection
Mini Case 1: Case Study Learning in the Classroom
BREADCRUMB : HOME MINI CASE 1: CASE STUDY LEARNING IN THE CLASSROOM MINI CASE 1: CASE STUDY LEARNING IN THE CLASSROOM

MSC began by producing and piloting case studies in classrooms round the University of Michigan campus. One early adopter, Professor Jeremiah Johnson at the college of Natural
Resources and Environment, developed two of MSC’s first case studies with students from his class. The narrative that follows describes the training and assessment that passed
with those cases, as Professor Johnson attempts to answer the question “Can student work promote classroom learning for other students and contribute to school scholarship?”

Professor Jeremiah Johnson clicked “Save” on the syllabus for his Winter 2016 class, NRE 615: Renewable Electricity and also the Grid. He hesitated a flash before closing the
document, reflecting on the adjustments he had just made to the course. like most school, the bread and butter of his courses was lectures. Lately, though, he had begun to feel
dissatisfied with relying so heavily on this one pedagogics. the matter with lectures, as he saw it, was that it encouraged far an excessive amount of passivity among students.
What he really wanted was for them to be engaged within the learning process, to require a more active role in both acquiring and creating knowledge. He wasn’t entirely sure the
way to do that, but he had just signed his name onto a proposal for the reworking Learning for a 3rd Century (TLTC) initiative during which the college of the college were
throwing their weight behind a trial to form case studies for sustainability education. The initiators of the proposal had chosen case studies because they need been shown to
reinforce student learning (Srinivasan et al., 2007; Herreid, 2011). within the spirit of the proposal, Professor Johnson planned to possess his students create their own case
studies because the major project for the course. Running such experiments within the classroom was always risky, he knew. Would the scholars understand the assignment and
be ready to deliver suitably high-quality work? Would the assignment enhance their learning and motivate them to be more active learners? Or, would their distaste for the
assignment lead to poor course evaluations for him? And lastly, could he use the students’ case studies in future semesters to market classroom learning while contributing to his
own scholarship?

It was April, and therefore the end of the educational year was finally near. Professor Johnson settled into a rotating seat within the auditorium-style classroom, pen and rubric in
hand. This week, the scholars were giving presentations about the case studies they'd been acting on all semester. supported the written work the scholars had turned in, they'd
risen to the occasion with some truly excellent case studies. Several representatives from MSC had also joined class to scout for the simplest ideas to potentially fund and be
converted into complete, multimedia-enriched cases. Professor Johnson knew which groups he would recommend, and he was curious to determine if the MSC representatives
agreed with him. Later that month, Professor Johnson found himself in MSC’s first curricular advisors meeting, reviewing proposals with other faculty from around campus. the
area buzzed with excited energy because the advisors sorted the proposals by theme, location, and competencies addressed, seeking diversity for a future case library. By the tip
of the two-hour meeting, 27 proposals had been accepted and would become the very first MSCs, including two proposals from his students in NRE 615. Professor Johnson was
especially inquisitive about these case studies because they fit well into his existing syllabus, and he could use them to show future students. And, having the scholars write the
case studies supported their classroom work gave the impression to be an efficient way of making new teaching materials. He hoped the scholar case authors would get the
maximum amount out of the method as he was entering into new teaching materials. He thought they might, supported what he knew about the research on the advantages of
project-based learning (Wiek et al., 2014).
Summer came and went far too quickly. the coed case authors had put in a very lot of labor over the past few months to
remodel their classroom assignments into complete case studies. one in all the case studies, “Distributed Energy Storage” (Kraus
et al., 2016), about an innovative partnership between Tesla and atiny low electric utility in Vermont called Green Mountain
Power, was slightly further along within the production process and would likely finish soon. The team had worked especially
quickly only if they'd chosen to try to to the bulk of the podcast production themselves. Most teams that Professor Johnson knew
of worked with MSC to conceptualize the podcast and conduct interviews, and MSC provided the assembly and engineering. one
amongst the scholar case authors, Andrea Kraus, had some experience in audio production, and she or he was using this chance
to flex and strengthen her media muscles. The podcast was shaping up to be a wonderful addition to the case study, both as a
complementary mode of learning (Serva & Fuller, 2004) and as a connection to the practitioner for the case, Josh Castonguay of
Green Mountain Power. Mr. Castonguay had been able to provide an insider’s perspective on the partnership Green Mountain
Power had undertaken, and as a result the case study linked theory to practice in an exceedingly way that a textbook couldn't.
Professor Johnson had high hopes for the positive impact the case would wear his teaching when he piloted it next Winter term.
However, he still had to determine a way to assess the impact of the case on the students’ learning. How could he get useful
feedback in an exceedingly way that may also help build his own scholarly portfolio?

Resolution: In January 2017, Professor Johnson launched “Distributed Energy Storage” in NRE 615 by giving his students a quiz.
He had a keen interest in assessing the case, or, in other words, looking for whether using the case study produced positive
student learning outcomes. Although MSC was rapidly developing its own set of assessment tools for its cases, Professor Johnson
had a solid idea of the approach he wanted to require, so he had ventured out on his own and was now passing out content-
related questions about the case. the scholars would see these same questions on the ultimate exam in April, and he planned to
match scores between the 2 tests. Professor Johnson was also looking forward to the annual meeting for the Association of
Environmental Engineering and Science Professors (AEESP) that, conveniently, would be held in metropolis in June. He was
already preparing his abstract, certain that his results would interest other environmental engineering professors looking to
enhance their own teaching.
At the conference that summer, a large crowd gathered to listen to Professor Johnson’s speak about his experience using
“Distributed Energy Storage.” Although many of the audience members were dependent on teaching, he was unsure what number
were using case studies. He knew that case studies, although they'd some research supporting their efficacy (e.g., Anderson et al.,
2017; Dochy et al., 2003; Dori et al., 2003), weren't universally loved. Many instructors believed that case studies were an inferior
method of teaching course-related content, as an example. Often, appropriate case studies were unavailable, requiring an educator
to make his or her own case study from the bottom up, which consumed precious time. Faculty were also accustomed lecturing and
infrequently not trained in facilitating the types of classroom discussions related to case studies
(https://www.hbs.edu/teaching/case-method/Pages/default.aspx). MSC aimed to beat a number of these barriers with its case
library and teaching workshops, but changing habits and minds would take time.

Professor Johnson’s assessment results were encouraging: Most students showed improvement from pre- to post-test, including
international and first-generation college students. His class comprised students primarily from three different schools: Engineering,
Business, and SEAS. Interestingly, the Engineering students showed the most important score gains, followed by the SEAS and
Business students (Figure 1). Overall, Professor Johnson told the audience, he had observed great value in having students write a
teaching case. He also found that supplementing lectures with cases helped to tie disparate concepts together for the scholars.

The audience clapped enthusiastically after Professor Johnson concluded his presentation. A barrage of questions followed, such a
large amount of that the moderator had to finish the discussion to let the subsequent speaker take stage. Professor Johnson
returned to his seat, beaming. He wasn’t sure what percentage converts to case-based teaching he had made, but he suspected it
had been a minimum of some. The case studies had, in the end, been a successful experiment in co-production, and he intended to
use the student-produced material in his class for a protracted time to return.
PERFORMANCE TASK SCENARIO
 RUBRIC FOR THE BULLETIN
Beginning (1)
Preparation Presentation shows minimal
planning and research as
well as evidence that most
of the team members did
not contribute.
Presentation A team member shows little
excitement or interest in
the subjects, not all
members contributes a fair
share, little valid reasoning
is revealed concerning why
items/data were chosen.
Little eye contact with
audience.
Defense Team members can answer
audience questions.
Bulletin There are only few bits of
information provided.
Design is poorly
materialized. Pictures,
texts, and graphics are
inappropriately used.
Developing (2)
Presentation shows some
planning and research but
three members of the team
worked passively.
Team members reveal some
interest in subjects. All group
members contribute
something. Reasoning behind
information presented in the
bulletin is understandable.
Some eye contact with
audience.
Team members can answer
some audience questions.
There are only few but
significant bits of information
provided. The design does not
fit the information provided.
Only few but appropriate
pictures, texts, and graphics
are used.
Accomplished (3)
Presentation shows substantial
planning and research and that
most of the team members
contributed.
Team members reveal honest
interest in subjects. All
members contribute a fair
share. Reasoning interesting
and Instructive. Good eye
contact with audience.
Team members can answer
audience questions.
Expected significant bits of
information are provided. The
design fits the presented
information. Expected
appropriate pictures, texts,
and graphics are used.
Exemplary (4)
Presentation shows advanced
planning and research; many
members will beyond
requirements. Great pride is
taken in the work, evidenced
by a near-perfect
presentation.
Presentation exceptionally will
organize and confidently
delivered by all members.
Reasoning behind choices
interesting, instructive, and
fresh. Group sounds “experts”
on their subjects.
Team members can answer
some audience questions.
Expected significant bits of
information are provided. The
audience’s pictures, texts, and
graphics are used. The
audiences are amazed with the
overall impact of the bulletin.
 RUBRIC FOR THE BULLETIN

4 - Masterful 3 - Proficient 2 - Basic 1 – Minimal

Content 15 photos were used and
were enough to testify the
vital contributions of
Indians to the development
of Tuguegarao City
12-14 photos were used and
were enough to testify the
vital contributions of Indians
to the development of
Tuguegarao City
10 – 13 photos were used and
were enough to testify the
vital contributions of Indians
to the development of the
Tueguegarao City.
Less than 10 photos were used
and were enough to testify
the vital contributions of
Indians to the development of
Tuguegarao City.

Theme A student presents Students presents information Audience has difficulty Audience cannot understand
information in logical, in logical sequence which following photo story because photo story because there is
interesting sequence which audience can follow the student jumps around no sequence of information
audience can follow.

Mechanics Photo story has no spelling Photo story has no more than Photo story has no more than Photo story has no more than
errors or grammatical 2 spelling errors and/or 3 spelling errors and/or 4 spelling errors and/or
errors grammatical errors grammatical errors grammatical errors

Finalized Product Photo story is finalized and
presented in call with
requirements of the
assignment exceeded.
Photo story is finalized and
presented in class with all
requirements of the
assignment fulfilled
Photo story is finalized at the
time of presentation to the
class with most of the
requirements of the
assignment fulfilled.
Photo story is in a draft form
and has not been presented in
class.