Evaluating Learning

Student Evaluation

In a busy semester, students often do not think deeply about the material unless they know they will be assessed on their learning. To promote 'constant engagement' this course uses frequent assignments that assess learning at different levels of sophistication. Four quizzes measure knowledge, comprehension and application. To assess higher levels of thinking students must complete 2 five-page papers relating scientific knowledge to social and political situations. To explore student grasp of cross cultural approaches to science, students must work with a Kenyan partner three times to answer a common prompt, as well as to reflect on the interaction. As a further push towards reflection on their own learning, students must write a brief essay during the first week of class that indicates their response to this quote "At some point the people in a village or community have to decide - accept the reality that they must abstain, or use protection, or die", then write a second essay in response to the same quote during the last week of class and compare the two responses. There are also three exams that include a range of question types. Students enrolled the course section that focuses on Kenya complete the same three exams, but not any of the quizzes or papers. Instead, they iteratively research and write sections of a report, manual or program description for a community partner in Kenya. They are assessed by their research, writing, and presentation skills.

Sample Paper Prompts and Grading Rubric

Bio 46

First paper

Due 9/19 in class

President Thabo Mkbeki of South Africa has resisted admitting to the fact that HIV causes AIDS. From his writings and speeches some believe that one reason is a desire not to have post-apartheid S. Africa perceived as a 'diseased country', and not to have Africans associated in the public mind with sex, disease and a highly stigmatized disease.

Several other world leaders have been notorious in failing to identify and accept HIV infection in their countries. For example, Libya sentenced to death six foreign health workers after convicting them of deliberately infecting hundreds of children with HIV. (Fortunately, the workers were released a few weeks ago, but only after eight years in prison.) Scientific evidence has suggested that the children were likely infected through the use of hospital equipment contaminated with HIV-positive blood (nosocomial infection). Data also suggests that the children were infected before the foreign workers entered Libya.

In another example, the Chinese government has tried to suppress information about HIV infection rates. The most notorious incident is the blood selling scandal in Henan province. Poor farmers were encouraged to sell their blood to supplement their meager incomes. The blood was pooled together (untested for HIV), the plasma extracted and sold, and then the remaining cells transfused back into the farmers. In some areas 80% of the people in a village are infected.

These examples showcase the devastating effect government leaders can have on health of their nation when they do not acknowledge the reality of HIV/AIDS. Your assignment is to write an article for the Chronicle on the lessons that can be learned from governmental responses to AIDS. Explore the following questions in your article:

• Pick one example above and explain the scientific evidence that became socially contentious.

• What economic, political or cultural issues may have led to these decisions being made?

• How do you think stigma played a role in the responses of each government?

• What is the proper role of scientists in resolving these issues? Should they be writing open letters to world leaders?

• Analyze each scenario and propose what concrete lessons can be learned. (In other words, don't just summarize what happened!)

The article should be three to five pages in length where a 12-point, doublespaced font is used. It is due at the beginning of class on Wednesday, September 19. It should be written as an article for the Duke Chronicle, assuming the background knowledge level of the 'average Duke student' . Even though Chronicle articles do not contain references, your does need to include them. Your references and bibliography should follow the APA format for in-text parenthetical citations with a formal bibliography at the end. See info at: APA Guide

You will be graded on 'higher order' thinking skills, not just your ability to assemble information from multiple sources. For writing this paper, and for all assignments in this class, please think about Bloom's Taxonomy of Learning in the attached file.

Paper Prompt #2

Sample paper topic:

Paper 2: Risk of pandemic disease: science vs media representation

You are a guest columnist for Scientific American's "The Skeptic" (The Skeptic column). You have been

asked to write an article that first summarizes the media representation (including quotes and references) of the risk of global pandemic from avian flu, HIV, and ebola. Does the media portray these diseases as having different risks? Are 'scare tactics' used more for one than the other? If so, why do you think the diseases are portrayed differently? In the second part of your column please use the scientific literature to describe the relative risk of these diseases to global humanity; i.e., explain your understanding of the science of why these diseases are or are not likely to become global threats. (Hint for thinking about this: how does an outbreak transition to a pandemic? What are the characteristics of a disease that make it difficult to control?)

GRADING RUBRIC

(adopted from Moskovitz)

Your writing will be assessed using the following criteria:

_____ SUBSTANCE and SOPHISTICATION (10 pts):

• The paper recognizes (rather than avoids) the inherent complexity of its subject matter.

• The paper seriously considers alternative interpretations and points of view, counter-arguments, and/or contrary evidence.

• The work reflects a reasonably skeptical but fair attitude toward the claims and ideas of others

• The work reflects an attitude of humility toward the authors' own argument and ideas, including the making of concessions and qualifying of claims

_____ ARTICULATION AND ORGANIZATION (5 pts): The authors'

claims/reasons/points:

• are clearly identifiable through careful articulation and placement within the text

• are effectively organized and clearly related to one another—both within and between paragraphs and sections

• are clearly distinguished from the ideas of others, while the ideas of others

• are clearly attributed to their sources

_____ SUPPORT (5 pts):

• Support provided for authors' claims is likely to be compelling for target audience

• All evidence (numerical results, quotations, paraphrase, illustrations, tables, and so on) is presented with appropriate comments introducing and explaining the relevance of the material.

• Information is accurate.

_____ FORMAT/PRESENTATION (5 pts):

• In-text citations and list of references follows prescribed format

• Prose is stylistically appropriate for the rhetorical situation

• Extraneous content and prose have been removed

• Work is very well proofread

Prompts for international collaboration with a Kenyan student

1) Globally it is calculated that at least 50% of those infected with HIV do not know their status. Who do you think should be tested for HIV, and why? Who would you tell your results to? Do you think some countries should have mandatory testing, as Botswana is considering?

Sample student answer (with names changed)

"I do think some countries should have mandatory testing for HIV. If 50% of those infected with HIV do not know their status the rate of new infections is tremendous. Increasing the proportion of people who know they are HIV positive and educating them on how HIV is transmitted will significantly reduce the rate of new infections. This will lead to fewer people with AIDS and to fewer deaths. I believe the importance of lowering the rate of new infections is crucial and outweighs most problems that mandatory testing may arise.

Although I do support mandatory testing, I do realize, especially after corresponding with Robert Ochieng, that I am being idealistic. The issue is much more complicated than I have so far presented it. Robert argued against mandatory testing, claiming that it is humiliating and lowers one's social status. I would, therefore, support confidential mandatory testing, and therefore, only the doctor would know the result of the test. What the patient decides to do with the result is up to him/her. However, they would receive the necessary education about preventing future transmission, which I believe would reduce the number of new infections. They could also choose whether or not they wished to be treated. Although more reluctantly, Robert still opposed confidential testing. He argued that if the state made testing mandatory if would change the "patient-provider relationship to an enforcing rather [than] facilitating role....then the programs may results in the state placing itself between the mother and child, implying that the state is a better caretaker than the mother." This would make some mothers avoid being tested or seeking care out of fear that the government would take their baby away. Robert also said that he would be offended if he was forced to be tested even though he knew he was not at risk of having contracted HIV.

He repeatedly brings up the issue of stigma. He would feel very much offended at the idea of being tested since he is positive he does not have HIV. He also says that the biggest "hurdle facing women and men living with HIV or living with AIDS is staying employed." Men and women are therefore scared of being tested because of the social ramifications, such as being stigmatized, ostracized, and even loosing one's job. I still believe, however, that confidential testing would prevent these problems in the sense that it would still be up to the patient whom he wants to tell.

I also understand the point Robert brings up about the relationship between the doctor, the state, and the patient. However, the state is already enforcing certain things on citizens' bodies. In countries around the world, citizens must receive certain immunizations. There is not much protest against mandatory vaccination. Since no vaccine exists against HIV, mandatory testing is the closest the government can come. It is important for the state to know what the state of HIV infection is within its borders. Important education can also be given to those infected. What the patient then does with their knowledge and with their body is completely up to him or her.

Along with stigma, and what rights the government has over its citizen's bodies, there are also many other problems with mandatory testing. One of them is how this would actually be implemented in countries such as Kenya. I am not sure if the infrastructure is there to assure patients of confidentiality and also, to assure the state that everyone is actually being tested. Although idealistically I believe confidential mandatory testing of all people would significantly slow the spread of HIV, I do realize it may not be very realistic. The most important thing to do, therefore, is to educate the people. The more education people receive, the more willing they will be to be tested voluntarily."

Course Evaluation

Besides the traditional course evaluations used by Duke University, this course uses the SENCER-SALG assessment rubric as both a "pre" and "post" course tool to measure if course objectives have been met. To do this the 'core' SENCER-SALG has been enriched with questions specific to the ARGUE course goals, such as student confidence in the ability to: 1) understand a hypothesis and judge its merits; 2) understand how science affects social, political, and economic issues; 3) understand the relationship between science and international development; and 4) explain the ethical issues regarding how science benefits the developed versus developing world. Another set of questions explores the impact of the course on the student's sense of 'global citizenry': 1) How connected do you fell to people (who are not family) in other parts of the globe? 2 How much do you consider yourself to have a 'global world view'?; and 3) How comfortable do you feel with someone from a different culture?; and 4) How much impact did your collaboration with a student in Kenya affect your interest in global issues?