CTE Workshop On Classroom Assessment Techniques

Classroom Assessment Techniques:
Understanding and Reacting to Student

Feedback
Derina Samuel
Center for Teaching Excellence
Center for teaching excellence
Ideas Today That You Can Use Next Week
As a result of participating in todays

workshop you will be able to:
1. List an array of tools for eliciting student
feedback and describe how to use them.
2. Discuss how to translate student feedback into
improved teaching and learning.
How do you know

If your students are learning?
How your students are responding to your
teaching methods?
Recent research on the evaluation of

teaching and learning suggests that students
are valid and reliable sources of information
on the effects of teaching or its impact on
their learning (Cross, 1988) (Cross &
Angelo, 1993 p. 106)
Formative vs Summative
Assessment
!
What is the difference?
Which do you typically use?
Formative vs Summative
Assessment
!
Formative:
!
Students monitored during the learning process
Low-stakes
Summative:
!
Students evaluated after learning
High-stakes
What is Classroom Assessment?

!
The process of collecting student feedback

during class, in order to understand their learning
and their response to your teaching approaches.
Instructors can learn what, how much and how

well students are learning.
Based on the feedback, instructors can modify

their teaching to increase effectiveness.
Why Use Classroom Assessment?

!
Research suggests that there is a gap between

what students think they know and what they
actually know (Steadman, 1998; Bell and
Volckmann, 2011).
Research also indicates that there is gap between

student background knowledge and faculty
members expectations of student knowledge
(Eckert et. al., 1997).
Benefits of Classroom Assessment

Helps students:
! Engage in learning
! Become more aware of their learning processes
! Build classroom community
! Experience satisfaction with learning
! Perform better academically
(Angelo & Cross, 1993; Angelo, 1995;
Goldstein, 2007; Walker, 1991)
Benefits of Classroom Assessment

Helps instructors:
!
Understand student learning more deeply
Connect with students

Reflect on teaching strategies and effectiveness
!
!
Discover issues while there is still time to

address them
(Angelo & Cross, 1993; Lieberman, et.al. 2001)

Classroom Assessment Techniques

(CATs)
CATs are informal, quick prompts that provides valuable
student feedback. There are a number of them (see Angelo
& Cross, 1993), but a few are easily modified for a
number of purposes:
! The Minute Paper
! The Muddiest Point
! One-Sentence Summary
! Application Cards
3-Step Process for Using CATs (Angelo &

Cross, 1993)
Plan- Decide what your purpose is. What information

do you want to know? What prompts will get you this
information?
Implement- Incorporate CAT into your lesson and

collect the data. Analyze student feedback.
Respond- Interpret the results. Decide how this will

inform your next teaching strategies and share this with
your students. Try the response and evaluate its
effectiveness.
Planning tips
Start small. Choose one class in which to
implement a CAT.
! Choose a class that you have had a positive
experience with and will likely teach again.
! Then ask:
Is there something (specific and reasonably
focused) I would like to improve?
Am I able to dedicate the time and effort needed
to carry out a CAT and follow up on it?
!
What do you want to know? Planning the Question.

Identify a teaching or learning goal. Blooms Taxonomy:
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Implementing the CAT. Some tips:

!
Keep it simple. CATs should not disrupt the target

lesson.
Try it out first on yourself, or consult a colleague.
Plan more than enough time to explain the CATs

purpose and process effectively and then allow for
student responses.
Make CATs anonymous if it poses any risk to

students and regard them as formative, not
summative assessments.
CAT example 1: Minute Paper

Easy to implement
! Can assess background knowledge, recall and
understanding
Examples:
What was the most important concept from the
homework?
What were the most important points in todays
lecture?
Questions can be modified easily depending on the
purpose.
!
CAT example 2: Application Cards

Instructor directs students to write one possible real
world application for an applicable theory,
principle, generalization or procedure they have
learned.
!
Assesses problem solving/ application skills
Let students work in pairs for difficult applications
Students might want to discuss their applications
Can allow students to complete as homework
Analyzing Student Feedback

Example:
In a class the professor asked, What were
the five most important points from class?
Students cumulatively identified over 20
most important points. What does this tell
you? How would you respond?
Analyzing Feedback and

Responding
!
Type of analysis depends on the CAT. Plan

accordingly considering your time
limitations.
Important to share the feedback with your
students (How will it inform your teaching
approach?)
How could you modify your teaching in
response to the feedback?
Chart of Various CATs

Review the
summary of
selected CATs

Designing your Classroom Assessment

Project
!
Based on the question you are asking, choose

an appropriate CAT
Consider how you will introduce the CAT to

students, and how you will integrate it into
class activities
How will you collect feedback? Index cards?

Electronically?
How much time do you need to do this

process?
Considering your needs:

Which CAT would you use, for what purpose?
What kind of information would you expect
to find and what would you do with this
information?
Last CAT example: The Muddiest

Point
Before you leave, please write the muddiest
point of this workshop on a card.
Resources for CATs

!
Cornell University
http://cte.cornell.edu/teaching-ideas/assessing-student-learning/what-do-students-alreadyknow.html
!
Iowa State University
http://www.celt.iastate.edu/teaching/cat.html
!
Vanderbilt University
http://cft.vanderbilt.edu/teaching-guides/assessment/cats/
Field Tested Learning Assessment Guide
http://www.flaguide.org/cat/cat.php
References
Angelo, T. A. (1995). Classroom assessment for critical thinking. Teaching of
Psychology 22 (1). 6-7.
Angelo, T. A. and K.P. Cross (1993). Classroom Assessment Techniques: A
Handbook for College Teachers, Second Edition, San Francisco: JosseyBass Publishers.
Bell, P. & Volvkmann, D. (2011). Knowledge surveys in general chemistry:
Confidence, overconfidence, and performance. Journal of Chemical
Education. The American Chemical Society and Division of Chemical
Education, Inc.
Eckert, C.M., Bower, D.J., Stiff, K.S., Hinkle, A.J., and Davis, A.R. (1997).
Students knowledge and faculty members expectations: The case for
classroom assessment. Teaching Sociology 25 (20). 150-159.
Goldstein, G.S. (2007). Using classroom assessment techniques in an
introductory statistics class. College Teaching 55 (2). 77-82.
References
Lieberman, D., Bowers, N., Moore, D.R., (2001). Use of electronic tools to
enhance student evaluation feedback. New Directions for Teaching and
Learning 87. 45-54.
Walker, C.J. (1991). Classroom research in psychology: Assessment techniques
to enhance teaching and learning. New Directions for Teaching and
Learning 46. 67-78.

CTE Workshop On Classroom Assessment Techniques

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

CTE Workshop On Classroom Assessment Techniques

Загружено:

Авторское право:

Доступные форматы

Classroom Assessment Techniques:

Understanding and Reacting to Student

Center for teaching excellence

Ideas Today That You Can Use Next Week

As a result of participating in todays

Center for teaching excellence

Ideas Today That You Can Use Next Week

How do you know

Center for teaching excellence

Ideas Today That You Can Use Next Week

Recent research on the evaluation of

Center for teaching excellence

Ideas Today That You Can Use Next Week

What is the difference?

Which do you typically use?

Center for teaching excellence

Ideas Today That You Can Use Next Week

Students monitored during the learning process

Students evaluated after learning

Ideas Today That You Can Use Next Week

What is Classroom Assessment?

The process of collecting student feedback

Instructors can learn what, how much and how

Based on the feedback, instructors can modify

Ideas Today That You Can Use Next Week

Why Use Classroom Assessment?

Research suggests that there is a gap between

Research also indicates that there is gap between

Ideas Today That You Can Use Next Week

Benefits of Classroom Assessment

Ideas Today That You Can Use Next Week

Benefits of Classroom Assessment

Understand student learning more deeply

Connect with students

Discover issues while there is still time to

(Angelo & Cross, 1993; Lieberman, et.al. 2001)

Ideas Today That You Can Use Next Week

Classroom Assessment Techniques

Ideas Today That You Can Use Next Week

3-Step Process for Using CATs (Angelo &

Plan- Decide what your purpose is. What information

Implement- Incorporate CAT into your lesson and

Respond- Interpret the results. Decide how this will

Ideas Today That You Can Use Next Week

Center for teaching excellence

Ideas Today That You Can Use Next Week

What do you want to know? Planning the Question.

Center for teaching excellence

Ideas Today That You Can Use Next Week

Implementing the CAT. Some tips:

Keep it simple. CATs should not disrupt the target

Try it out first on yourself, or consult a colleague.

Plan more than enough time to explain the CATs

Make CATs anonymous if it poses any risk to

Ideas Today That You Can Use Next Week

CAT example 1: Minute Paper

Center for teaching excellence

Ideas Today That You Can Use Next Week

CAT example 2: Application Cards

Assesses problem solving/ application skills

Let students work in pairs for difficult applications

Students might want to discuss their applications

Can allow students to complete as homework