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Outcomes Assessment 1
Classroom Assessment
Joseph A. ShaeiwitzWest Virginia
u
Daina M. BriedisMichigan State
Outline Rationale: intro to assessment Types of assessment Classroom goals & objectives Classroom assessment methods
Using technology Linking classroom assessment to
program assessment Review and Recommendations
Outline Rationale: intro to assessment Types of assessment Classroom goals & objectives Classroom assessment methods
Using technology Linking classroom assessment to
program assessment Review and Recommendations
Assessment
Assessment feedback on what, how much, and how well students are learning.
Goal of assessment
Highest possible
quality of student learning
Assessment One of the “Two Guiding Principles
of Effective Teaching” (Felder & Brent): Practice and FEEDBACK (assessment)
encompassing cognitive, affective and psychomotor domains
learning competencies reasoning attitudes work habits
oneclass
oneclass
education process
one course
one course
enteringcollege
graduate alumnus
Feedback Model
Assessment
Learner
InstructorLearner
Instructor
Learner-Centered Instructor-Directed
Mutually Beneficial
Assessment
Learner
InstructorLearner
Instructor
Assumptions Student learning ∞ Teaching
Effectiveness Course objectives and goals need to be
made clear Learning Policies
To improve learning, students need feedback
To improve teaching, instructors need feedback
Assessment
Instructor teaches based on learning objectives (or goals) Students are supposed to learn Assessment helps minimize gap
Make it manageable May be part of program assessment
not sufficient for program assessment program assessment in 2nd session
Assessment – what it is NOT
NOT active learning although some overlap is possible
(and desirable) NOT for the purpose of grading
students Almost never graded Almost always anonymous
NO special training needed
Example
Be thinking of a “focus” course for the next time you will be teaching
Throughout this session, think of Classroom Assessment Techniques (CATs) that you can apply in this course
Outline Rationale: intro to assessment Types of assessment Classroom goals & objectives Classroom assessment methods
Using technology Linking classroom assessment to
program assessment Review and Recommendations
Types of Assessment
Formal and Informal Formative Summative Diagnostic
Types of Assessment
Formal and Informal Formal: quizzes, term papers, lab
reports, homework, examinations Informal: questions in class, body
language, facial expressions, CATs (classroom assessment techniques)
Repertoire of successful methods
Formative vs. Summative
A Z
A M Z
A D L M R Z
~ Ongoing ~
Types of Assessment Formative
for improving a process (learning here) occurs during process often informal in detail in this session
Summative final, summative judgment about
effectiveness of process achievement of objectives and outcomes in detail in 2nd session
Types of Assessment
Diagnostic Assessment of metacognitive skills Identification of misconceptions Generally more difficult to analyze
(and administer)
Outline Introduction to assessment Types of assessment Classroom goals Classroom assessment methods Using technology Linking classroom assessment to
program assessment Review and Recommendations
Classroom goals To assess and improve instruction,
first clarify what students are to learn!
Course objectives & goals need to be made clear Learning-oriented
Teaching Goals Inventory Teaching-oriented
Use these to direct classroom assessment
Teaching Goals Self-assessment of instructional goals Develop, Improve, Learn e.g.,
Develop ability to synthesize and integrate information and ideas
Develop problem-solving skills Improve writing skills Learn computing skills relevant to
problem solving
Course Learning Objectives (Goals)
Student-based What students will know and/or be
able to do at the conclusion of the course
Set expectations for both students and instructor
Ties to pre-requisites and post-requisites in curriculum
Learning Objectives
At the conclusion of this workshop, the participants will be able to:
define learning objectives, write and classify them in terms of Bloom’s Taxonomy levels, and list pedagogical and curricular benefits of writing them for courses.
generate a set of handouts for the first day of a course (course syllabus, learning objectives, statement of policies and procedures) that provide the students with a full understanding of the course structure and ground rules.
devise preliminary course activities that capture interest and motivate learning. identify characteristics of effective learners and techniques for obtaining active
participation from most or all students in attendance. define inductive teaching and learning and give examples of inductive teaching
methods and identify benefits of this instructional approach. define and give examples of the higher-level (analytical, creative, critical) thinking skills
of Bloom’s Taxonomy, identify instructional conditions that induce students to develop and exercise these skills, and formulate exercises and problems that provide practice in these skills.
design tests that are both challenging and fair and a grading system that provides positive motivation for learning without lowering standards.
deal effectively with a variety of common classroom management and other student-related problems.
identify problems associated with the teaching profession having to do with time management, starting an maintaining research programs, and assessing and improving teaching, and formulate plans to overcome these problems.
Example
Identify three teaching goals for your focus course
Write three learning objectives for this course
Outline Introduction to assessment Types of assessment Classroom goals Classroom assessment methods Using technology Linking classroom assessment to
program assessment Review and Recommendations
Preparing for a Successful Start
Plan Implement
Respond
Preparing for a Successful Start
1. Start small – one course to begin in which you are confident
2. Reserve 5-10 minutes of class time3. Let students know ahead of time (why,
historical successes, anonymity)4. Easy method5. Review/analyze asap
a. 1-2 min per responseb. Speed of analysis increases (divide “o.k.,”
“sort of o.k.,” “not o.k.”6. Respond!!!
Preparing for a Successful Start
1. Don’t make it a burden2. Don’t use methods inappropriate at
your institution3. Research projects
Teaching as research
Classroom Assessment Techniques (CATs)
Select the “right” technique Suits context of course Suits class and instructor personality Effective Efficient Integrates into course flow
Exhaustive CAT Catalog
Angelo, T.A., and K. P. Cross, “Classroom Assessment Techniques: A Handbook for College Teachers,” 2nd edition, Jossey-Bass Publishers, 1993.
Classroom Assessment Techniques (CATs) Minute paper and related exercises Pre- and post-tests Surveys Application cards Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Time & Energy Requirements
Prep: L, M, HResponse: L, M, HAnalysis: L, M, H
Minute Paper and Related Exercises “Minute paper” or “Half-Sheet
Response” USED MOST OFTEN! At end of lecture, ask one or two
questions related to what students should have learned
not graded/no names instructor learns about success or failure
of lecture/lab/video only useful if provide necessary
review/feedback next lecture
Prep: LResponse: LAnalysis: L
Minute Paper and Related Exercises
Questions: “What was the most important thing you
learned today?” “What important question was unanswered
for you today? Determines if focus of session was understood Evaluates ability to synthesize, integrate, pay
attention, listen, learn concepts and theories Respond: summarize next time; review
learning, answer unanswered questions
+/Δ
Minute Paper and Related Exercises Clearest vs. Muddiest point
At end of lecture, ask what is clearest point learned/what is muddiest point
List key knowledge skills learned today List a few words that define what xxx
means to you (xxx based on lecture content)
Summarize what you have learned in a few sentences so that you can explain to a friend
Prep: LResponse: LAnalysis: L
Example
What is the clearest point in this workshop thus far?
What is the muddiest point?
Pro & Con Grid
+/Δ done two slides ago Provides overview of class
analysis of advantages/disadvantages Examples:
two proposed designs ethical issues others?
Prep: LResponse: LAnalysis: L-M
Pro & Con Grid
Evaluates ability to apply analytical skills, capacity for ethical choices, use of judgment, capacity to think for oneself
Prep: LResponse: LAnalysis: L-M
Classroom Assessment Techniques (CATs) Minute paper and related exercises Pre- and post-tests Surveys Application cards Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Pre- and Post-tests Diagnostic Pre-test given first day of class
provides information on student skills/background
learn what students know about subject adjust teaching/syllabus based on
results Post-test given last day of class
able to assess what students have learned
may be almost identical to pre-test
Prep: MResponse: MAnalysis: M-H
Pre-test
Variation: “readiness” test Based on assigned reading or
homework E.g., Flashcard method
Done in groups with a recorder
Classroom Assessment Techniques (CATs) Minute paper and related exercises Pre- and post-tests Surveys Application cards Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Surveys Class management tools
Study habits Class opinion surveys Information seeking
Web-based surveys CATME (Comprehensive
Assessment of Team Member Effectiveness) www.catme.org
Available “Institutional Research”
Prep: LResponse: L-MAnalysis: L-H
Classroom Assessment Techniques (CATs) Minute paper and related exercises Pre- and post-tests Surveys Application cards Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Application Cards Students write down one application of
a theory or principle learned in class Connect newly learned concepts with
prior knowledge May provide new material for
instructor! Assesses ability to apply principles,
think creatively, learn concepts/ theories, think for oneself
Prep: LResponse: L-MAnalysis: L-M
Application Cards Develop one application card
question for your focus course. Example:
Provide an example of how statistical significance testing could be applied to your unit operations lab data.
Prep: LResponse: L-MAnalysis: L-M
Application Cards
This method may also be used in pairs and groups to expand generation and sharing of ideas
Classroom Assessment Techniques (CATs) Minute paper and related exercises Pre- and post-tests Surveys Application cards Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Diagnostic Learning Logs Journal of homework, assignments,
exams Student records two lists:
Main points that were understood Points that were unclear
Students reflect upon own learning Diagnose strengths & weaknesses
Prep: MResponse: HAnalysis: H
Diagnostic Learning Logs
Opportunity for reflective learning and self-assessment
Works best in course with frequent assignments
Be sure to focus on positives as well Develops analytical skills, problem-
solving skills, study skills, responsibility for one’s own behavior
Portfolios
Reflective journal Often a collection of student’s best
work May be posted electronically Portfolio for grad school and
employers Some institutions use for program
assessmentPrep: HResponse: HAnalysis: H
Classroom Assessment Methods Minute paper and related exercises Pre- and post-tests Standard approaches Surveys Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Coaching Students Working on Examples
Example problems are good Better if students work them (or at least
begin to work them) rather than just see them
best way to learn to solve problems is to solve problems, not to watch others solve problems
Pair-and-share method Advantages: walk around room, encourage
group work, see how students work problems, identify misconceptions, answer questions
Disadvantages: not all students work at same speed, some students do not like “looking over shoulder,” some students do not accept criticism well
Prep: LResponse: LAnalysis: L
Classroom Assessment Methods Minute paper and related exercises Pre- and post-tests Surveys Application cards Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Test is to Make Up Test Rich Felder calls this the “generic
quiz” CEE, Fall 1985
Student-Generated Test Questions Allows assessment of
Memorable course content Student concept of fair & reasonable How well they answer their own question
Demonstrates in-depth learning Probably works best in elective or
graduate classPrep: MResponse: MAnalysis: M- H
Test is to Make Up Test
What teaching goals would this tool assess?
Classroom Assessment Methods Minute paper and related exercises Pre- and post-tests Surveys Application cards Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Open Outlines Instructor provides students with a
partially completed lecture or presentation outline
Very few instructors collect the outlines for assessment
Good for courses with large amount of content Evaluates listening skills, learning of terms
and factsPrep: MResponse: LAnalysis: M
Classroom Assessment Methods Minute paper and related exercises Pre- and post-tests Surveys Application cards Learning logs/journals Portfolios Coaching students working on examples Test is to make up test Open outlines Students defend test to instructor
Students Defend Test to Instructor One-on-one meeting Student explains solutions Test not graded until after meeting Instructor really learns what student
knows Student gets individual feedback Probably best in elective/graduate class
with smaller enrollmentPrep: LResponse: MAnalysis: M-H
Outline Introduction to assessment Types of assessment Classroom goals Classroom assessment methods Using technology Linking classroom assessment to
program assessment Review and Recommendations
Using Technology
Class management software utilities
Surveys available from institution Personal Response System
Attendance Quizzes Diagnostics
Outline Introduction to assessment Types of assessment Classroom goals Classroom assessment methods Using technology Linking classroom assessment to
program assessment Review and Recommendations
Linking to Program Assessment
The Program Assessment session will address evaluation of student learning relative to eleven ABET outcomes.
Some classroom assessment methods may be adapted for outcomes assessment. Use overlap where possible
Outline Introduction to assessment Types of assessment Classroom goals Classroom assessment methods Using technology Linking classroom assessment to
program assessment Review and Recommendations
Effect on Students Increase their involvement in learning
they are telling you what you need to emphasize/review
Promotion of metacognition Students’ understanding of their own learning
Increased cooperation & satisfaction Camaraderie between students and
instructor; win-win Students learn more; instructors get feedback Students believe that instructor wanted their
input/feedback
Example
Propose a CA process and description of CAT for your “focus” course.
Consider realistic constraints of class sizes, instructor resources, TA resources (?), technology
Review Introduction to assessment Types of assessment Classroom goals Classroom assessment methods Using technology Linking classroom assessment to
program assessment Effect on students
Recommendations
Try a few simple methods the first time
Add more as become comfortable with first few
Different methods for different size classes
After you develop experience, teach your colleagues
Questions
?