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Classroom Assessment

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Often require students to reflect in writing on their thinking and learning. Provide feedback to both you and students on their learning ... Psychomotor outcomes ... – PowerPoint PPT presentation

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Title: Classroom Assessment


1
Classroom Assessment
  • Lynne S. Crosby
  • Director of Program Development Revised October
    2008
  • Originally developed by Deborah Morris, PhD

2
Classroom Assessment Techniques (CATs)
  • Try a CAT!
  • Complete the Prior Knowledge Check on Classroom
    Assessment

3
Assessment Strategies
  • Classroom Assessment Techniques (CATs)
  • Short, non-graded activities
  • Often require students to reflect in writing on
    their thinking and learning
  • Provide feedback to both you and students on
    their learning
  • Can be general or linked to specific course
    activities (good for self-paced or online courses)

4
Class Feedback
  • Please do not put your name on this paper. This
    is feedback for me, not a quiz!
  • 1. The key idea we covered in this class was. . .
  • 2. One new idea I gained from this class was. . .
  • 3. One important question I have that relates to
    class today is . . .

5
Post-Paper Reflections
  • After completing each paper in the course, have
    students respond to the following questions in a
    few sentences
  • Paper 1 I'm most satisfied with . . .
  • I'm least satisfied with . . . I'm having
    problems with . . .
  • Paper 2 Why did you choose this particular
    organization for your paper? What would you do
    differently if you had more time?
  • Paper 3 What in your writing process has changed
    since the beginning of the course?

6
Why use CATS? Has this happened to you…
  • You give an exam or quiz and almost every student
    misses a question you thought was easy?
  • Your students turn in papers or projects and
    almost every one has some common problem?

7
Preconceptions Check
8
Classroom Assessment allows us to addresses
questions such as
  • Are my students learning what I think I am
    teaching?
  • What learning challenges do my students have, and
    how can I help them overcome challenges?
  • Is a new teaching strategy or technology
    effective in helping my students learn?

9
Learning Outcomes
  • Statements that describe what students are
    expected to know and able to do as a result of
    participation in the teaching and learning
    process
  • Two parts
  • Action verb - e.g. list apply solve
  • Content reference subject matter, topic, or
    concept to be addressed

10
Learning Outcomes
  • Statements that describe what students are
    expected to know and able to do as a result of
    participation in the teaching and learning process

Educational objective (end result)
Learning outcome (to be achieved in your class)
Performance criteria (how you know the learning
outcome has been achieved?)
11
Learning Outcomes
Educational objective
Learning outcome
Performance criteria
Critical Thinking
The student will demonstrate critical thinking
skills
The student will be able to provide an
argumentative premise that is properly
evidenced. The student will be able to
distinguish between factual claims and value
judgments.
12
Types of Outcomes
  • Cognitive outcomes
  • Understanding ability to recognize examples
  • Application ability to use information in real
    contexts
  • Analysis ability to break down problems and
    recognize key elements
  • Synthesis ability to use information to create
    something new
  • Evaluation ability to determine the value of a
    problem solution
  • Affective outcomes
  • Do students value their learning?
  • Do students see the relevance of their learning?
  • Can students identify changes in their beliefs or
    ways of thinking as a result of their learning?

13
Types of Outcomes (continued)
  • Psychomotor outcomes
  • Perception ability to use senses to obtain cues
    needed to guide motor activity
  • Set demonstrate readiness to perform a task or
    action
  • Guided Response ability to perform under
    supervision or guidance
  • Mechanism ability to perform a task to a some
    degree of proficiency or skill
  • Complex or overt response ability to perform a
    task to a high degree of proficiency or skill
  • Adaptation ability to adapt, alter, revise
    performance or task using previously learned
    related skills
  • Origination ability to compose, create, design
    performance or task after having developed skills

14
Types of Outcomes
  • Declarative
  • factual or conceptual knowledge
  • Procedural
  • skills, how to perform a task or solve a problem
  • Conditional
  • judgment, decision-making, when and how to apply
    knowledge and skills

15
Work together!
  • Compare and discuss the sample learning outcomes
    provided

16
Where to Find Learning Outcomes
  • FCCJ College Course Outlines http//www1.fccj.edu/
    curriculum
  • Disciplinary or professional standards
  • National Council of Teachers of English
    http//www.ncte.org/college
  • AMATYC http//www.amatyc.org
  • AACSB http//www.aacsb.edu/
  • ABET http//www.abet.org/

17
Assessment Strategies
What evidence do I need to gather to determine if
students are achieving desired learning outcomes?
  • Direct evidence exams, projects, papers,
    in-class and out-of-class assignments
  • Indirect evidence surveys, reflective writing,
    grades

18
Assessment Strategies
  • Use what you already have!
  • Results on exam items
  • Scores or ratings on assignments, papers, or
    projects
  • Observations of student performance during
    activities

19
Assessment Strategies
  • Modify existing grading methods to provide better
    feedback
  • Open-ended exam questions
  • Multiple-choice questions with explain your
    answer
  • Open-ended questions targeting key concepts on
    papers, projects, and assignments what did you
    learn?
  • Rubrics

20
Scoring Rubric
21
Peer Review Feedback Form
  • Rating scale
  • 4 highly effective 3 effective 2 needs
    improvement 1 not effective

Comments
22
Planning and Implementation
  • Choose assessment methods that
  • Are easy to use and summarize
  • Are directly related to targeted learning
    outcomes
  • Fit with, incorporate, or enrich existing
    instructional strategies
  • Provide rich, useful information about student
    learning

23
Planning and Implementation
  • Use multiple assessment methods to provide the
    most informative data
  • Assess your targeted outcome during the course as
    well as at the end
  • Use both direct and indirect methods of
    assessing outcomes

24
Engaging Students in the Assessment Process
  • When possible, choose assessment methods that
    also serve as a learning experience
  • Help students practice skills they may have never
    tried before
  • Use CATs to help students reflect on the value of
    what they are doing
  • Feed back the results to your class so they can
    see you are paying attention to their comments

25
Making Sense of Results
  • Look for patterns and trends, not just at raw
    totals or averages
  • With qualitative data such as written comments,
    make piles got it, almost got it, didnt
    get it can describe the percentage of students
    in each category
  • Talk to colleagues!

26
What can I accomplish with Classroom Assessment?
  • Celebrate success
  • Identify challenges and barriers to student
    learning
  • Help determine if new or existing instructional
    strategies are effective
  • Help students become more aware of their thinking
    and learning and its value
  • Engage students in teaching and learning process

27
Another CAT One-Minute Paper
  • Do not include your name. Please write todays
    date on the card. Please write brief responses to
    the following
  • 1. What was the most useful idea you gained from
    todays workshop?
  • 2. What questions or concerns do you still have?

28
CAT (continued)
  • 3. Please write down the letter corresponding to
    your answer
  • a. I have some good ideas about CATS I can try
    out in future classes
  • b. I like the idea of Classroom Assessment, but I
    could use more help to get started
  • c. I dont think CATs would work very well in my
    class.

29
Herding CATs
http//www.youtube.com/watch?vPk7yqlTMvp8
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