Using Classroom Assessment Techniques
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Transcript of Using Classroom Assessment Techniques
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PLAN Workshop 9/25/12
Michelle Rodems, Ph.D.
USING CLASSROOM ASSESSMENT TECHNIQUES
FOR FORMATIVE ASSESSMENT AND ACTIVE LEARNING
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Provide/deliver instruction, transfer knowledgeImprove the quality of instructionCriteria: inputs, resources, curriculum
development, enrollment, quality of instructionStructures: time constant, learning varies; one-
teacher, one-classroom; covering materials; end-of-course assessment
Learning: “out there”; cumulative and linear; teacher-centered and controlled; environment competitive and individualistic; talent and ability rare
Roles: Faculty are lecturers, faculty and students in isolation
TRADITIONAL METHODS OF INSTRUCTION
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CAT: PROS & CONS
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Click icon to add picture
CATS
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Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they
are learning it.
CLASSROOM ASSESSMENT TECHNIQUES
CATS
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Learner-CenteredTeacher-DirectedMutually BeneficialFormativeContext-SpecificOngoingRooted in Good Teaching Practice
CHARACTERISTICS
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ASSESSMENT
Summative“Assessment of
Learning”Occurs after
instructionMeasure level of
success or proficiency achieved
Generally results in grade
Formative“Assessment for
Learning”Occurs during
instructionGathers feedback
to guide improvement
Generally low-stakes
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CAT: ONE-SENTENCE SUMMARY
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“HOW TO”
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PlanningStart small
ImplementingPrepare studentsBe clearRead
Responding“Close the feedback loop”Talk to students, inform them of adjustments
3 STEP PROCESS
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Step 2: Focus on an assessable
goal or question
Step 3: Plan a classroom
assessment project focused on that goal or
question
Step 4: Teaching the target lesson
related to that goal or
question
Step 5: Assess student learning: collect
feedback dataStep 6: Analyze student
feedback
Step 7: Interpret the results and formulate an appropriate responds to
improve learning
Step 8: Communicate results;
try out response
Step 9: Evaluate this
project’s effect(s) on
teaching and learning
Step 1: Choose the focus class
CLASSROOM ASSESSMENT PROJECT CYCLE
Planning
Respondin
g
Impl
emen
ting
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TEACHING GOALS INVENTORY
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BLOOM’S TAXONOMY
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5-10 MinutesSelect one CAT from list of examplesApply to courseWork through project cycle
5-10 MinutesShare with group
CAT: NOTE-CARD NEXT STEPS
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CHECKLIST
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Faculty adapt Classroom Assessment Techniques in creative ways
Classroom Assessment feedback challenges teachers’ assumptions
Teachers respond to feedback in various waysClassroom Assessment increases active involvement
in learningClassroom Assessment promotes metacognitive
developmentClassroom Assessment increased cooperation and a
sense of the classroom as a “learning community”Classroom Assessment increases student satisfactionClassroom Assessment may improve course
completion ratesDoes it increase student learning?
LESSONS LEARNED
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What is still confusing?Where do you still need more information?
Take one minute and respond to this question. Share with the group.
CAT: MUDDIEST POINT
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Start with assessable goals.Focus on alterable variables.Build in success.Start small.Get students actively involved.Set limits on the time and effort you will invest.Be flexible and willing to change.Work with other teachers who share your
interests.Remember that students must first learn to give
useful feedback – and then must practice doing so.
Enjoy experimentation and risk-taking, not just success.
KEEP IN MIND . . .
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Picture Creditshttp://
www.proconlists.com/list/humor/making-pro-con-lists/1494
http://extollereblog.tumblr.com/ http://www.our40th.com/get-in-touch/ http://
meandmylaptop.weebly.com/2/post/2011/4/blooms-taxonomy.html
Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.