Classroom Assessment Techniques

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					Classroom Assessment
     Techniques
            Baker College
  Effective Teaching and Learning
             Why Assess?
“Teaching without learning is just talking”

“Learning can and often does take place
without the benefit of teaching-and
sometimes even in spite of it - but there is
no such thing as effective teaching in the
absence of learning..”
                - Angelo & Cross, 1988, p. 3

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  Background Knowledge Check
 Answer the questions
  on the handout
  provided by the
  facilitator (5 minutes)
 Find a partner
 Share your answers
  with one another
 Be prepared to share
  with the group

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                Objectives
 Identify the difference between formative
  assessment and summative assessment
 Determine when to conduct a classroom
  assessment
 Select valid classroom assessment techniques
  (CATs) for your course
 Use outputs from classroom assessment
  techniques (CATs) in your classroom to adapt
  teaching to meet student learning needs

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               Assessment
 Is a process
 Works best when it is
  ongoing, not episodic
 Focused on helping
  the learner improve
  their performance




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          Assessment is Vital
“Students can survive bad lectures, but they
may be damaged by bad assessment.
Whatever else we do, we need to link
assessment well to what students are
intended to learn; how they learn it, when
they learn it and where they learn it are of
much less importance.”
                         -Race (2001) p. 106

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            Types of Assessment
 Summative
 Formative
         Classroom Assessment
          Techniques (many
          forms)




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          Summative vs. Formative
   Formative Assessment
         Performed before, during, and after the learning
          process to facilitate the development of student
          learning
         Aimed at improving what and how our students learn
         Often anonymous and not graded by the instructor
   Summative Assessment
         Performed at the end of the learning process to
          assess the results of the entire learning process
         Asks how the student measures up to the pre-
          determined standard
         Sometimes called evaluation
         Usually graded

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  Within Formative Assessments
 Consider        the following:
         Timing of assessment
          • Within class period
          • Within the learning event
 Question  you ask about the learning event
 Question you ask about the teaching
 Type of formative assessment or CAT you
  plan to use

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              Benefits of Formative
                 Assessment
   Instructors know what students know before
    evaluation process
         Allows for corrective interventions
   Students know what they know (or don’t know)
    before evaluation
         Facilitates self-monitoring of learning process
         Enhances self-esteem and student self-efficacy
         Increases student satisfaction and active learning
         Promotes metacognition in students


3.24.06                          ET&L                          10
                    Muddiest Point
 Asks students to identify what is unclear to them
  in a class session, reading, or homework
  assignment
 Can also be used as entry or exit ticket
 Most often used at end of class session
         Use the feedback to help you prepare where to begin
          the next class session
   Sometimes confused with minute paper
         Minute papers ask them to tell you what they know
         Muddiest points ask what they don’t know


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                  Activity
 Complete    your Muddiest Point activity
 Turn it in to the facilitator when completed




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    Classroom Assessment Process
 Advise students that you intend to
  measure learning in your classroom
 Make informal feedback more formal and
  systematic
         CAT process itself is often informal
 Provide  records of student feedback at
  any given time throughout the course
 Use it to help you make decisions about
  how and what to teach
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 What If We Do Not Perform CATs?
   Often problems exist that aren’t known until the
    test
         Usually several weeks away from the original learning
          event
   Students don’t know what they don’t know
         Unable to articulate where they are confused
   Instructors aren’t able to accurately gauge the
    knowledge level of the classroom
         Spend time on unnecessary items
         Often on what confused them as students

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    What Should You Be Doing In
              Class?
   Watch what students
    are doing in your
    classroom during:
       Lectures

       Activities

       Exams

 Collect frequent
    feedback about what
    students think
 Test new
    ideas/activities
    occasionally
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          When Should You Assess?
 Before a learning           After the learning
  event                        event
    To assess prior             To learn where

     knowledge                    students went
 During the learning             wrong
  event                          To attempt to fix

    To determine how             the problem before
     well students                it becomes too
     understand                   deeply entrenched
                                  in student minds
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          Classroom Assessment Is
 Learner Centered
 Formative
 Context-specific
 Teacher directed
 Mutually beneficial
 Ongoing
 Generated from good teaching habits


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      Activity-What’s the Principle
 Form   groups of 3-4
 Complete the handout provided by your
  instructor
 Use the principles listed on the previous
  slide to help your group.
 5 minutes




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              Classroom Assessment
                   Assumptions
         Quality learning depends on quality
          teaching; one way to improve learning is
          to focus on improving teaching.
         To improve that teaching, instructors
          need to define their goals and objectives
          for themselves and their learners and
          then get specific feedback on how well
          they are achieving those goals.

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              Classroom Assessment
                   Assumptions
         To become better learners, students
          need to get regular and focused
          feedback and to learn how to assess
          their own learning.
         The type of assessment most likely to
          improve teaching is assessment that is
          designed to answer questions that the
          faculty harbor about their teaching.

3.24.06                    ET&L                    20
              Classroom Assessment
                   Assumptions
         CATs help provide instructors with the
          needed intellectual stimulation required
          for continued growth and motivation.
         Anyone can conduct CAs with a little
          practice and effort.
         Collaboration between faculty members
          and students enhances satisfaction with
          both teaching and learning.

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           Activity-RSQC2
 Form  groups of 3-4
 Respond to the questions on the sheet on
  the sheet provided by the facilitator
 8 minutes




3.24.06             ET&L                 22
    What Do I Do With The Results?
 Clarifymissed points and misconceptions
  from previous
 Assign additional readings or homework
 Spend more time on subjects or
  information that isn’t clear
 Adjust course planning as necessary
  based on outcomes
         Frequent use of CATs will result in frequent
          changes to course plans

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  Questions To Ask Yourself Before
          Conducting a CA
 Is this likely to make a difference in what I
  am doing in the classroom?
 Is this going to give me the kind of
  information I want from the class?
 Are the students going to be able to
  respond in the allotted time frame?
         Do I need to change the time allotted or the
          CAT itself?
 Will      I be able to analyze the results easily?

3.24.06                      ET&L                        24
                    Minute papers
 One of the most popular and easy to implement
  in your course
 After a lecture or class activity, ask the class to
  respond, in writing, to a question you ask
         What were the 3 most important concepts from the
          last class?
         What were the two main points from the assigned
          readings?
   Write two good questions for use in your class
    on the sheet provided by the facilitator

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               Final Reminders
   If a particular technique doesn’t appeal to you,
    pick something else.
   Don’t make CA into a chore or something you
    have to do…students will sense it
   Don’t try out any CAT until you’ve tried it at least
    once yourself
   Allow yourself more time than you think you’ll
    need
   Be sure to share the data/results with the
    students

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                 Closing Activity
 One       sentence summary -2 minutes
         Sum up this session in one sentence
         Use the general rule of answering the
          question “Who does what to whom, when,
          where, how, and why?”
 Be   prepared to share your answers with
    your neighbor



3.24.06                    ET&L                    27
          Questions




3.24.06      ET&L     28

				
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