2 Welcome & Overview Session Objectives Participants will: help themselves to lunch during the session. Be able to distinguish Angelo & Crosss CATs from institutional assessment. Leave with a half-dozen CATs ready to use in their classes. Try one CAT this semester, if it fits their goals and needs.
3 Classroom Assessment Techniques: A Handbook for College Teachers Thomas A. Angelo and K. Patricia Cross (1993) San Francisco: Jossey-Bass
4 CAT: The Minute Paper Instructions: Please answer each question in one or two sentences. 1) What was the most useful or meaningful thing you learned during this class? 2) What questions remain uppermost in your mind as we end this class? Reference: Angelo, T. A. and Cross, K. P. (1993) Classroom Assessment Techniques: A Handbook for College Teachers. 2 nd edition. San Francisco: Jossey-Bass.
5 To do- Warm Up: TTYPA* Discuss: What type of feedback would the Minute Paper provide the teacher? In what way is the Minute Paper a learning activity for students? Would you consider using a Minute Paper in your class? *Turn to your partner and…
6 Connecting CATs to Learning Theory Teaching involves figuring out what learners already know, building upon their existing knowledge, and helping them construct their own connections between new and prior knowledge so they can understand and retain course material. Passive learning is an oxymoron; there is no such thing. Pat Cross, Opening Windows on Learning League for Innovation in the Community College, June 1998, p. 21.
7 Institutional Assessment Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba and Banta, 1999, p. 4).
8 Classroom Assessment Small Scale Teacher Directed- teacher selects, designs, administers and chooses how to respond to results Formative Improves teaching & learning in progress by immediate feedback to teachers and students
9 Classroom Assessment Techniques (CATs) simple and quick assessment devices that provide feedback on student learning monitor students comprehension of course content and self-awareness as learners foster active student involvement in learning provide feedback on student reactions to the course
10 What do CATs do? Assess prior knowledge and misconceptions Background Knowledge Probe Misconception Check Course Related Self-Confidence Inventory Autobiographical Sketch (for writing, math, oral or presentation, for example)
11 To Do- CAT: Background Knowledge Probe 1. Prior to this session, had you ever heard of the Minute Paper technique? YES NO 2. Have you ever attended a workshop on Classroom Assessment? YES NO 3. Have you ever read/skimmed Classroom Assessment Techniques: A Handbook for College Teachers by Tom Angelo and Pat Cross? YESNO 4. Have you ever asked students for feedback on your teaching or classroom activities in the middle of the semester (other than using a required college teaching evaluation form)? YESNO
12 What do CATs do? Monitor student learning and comprehension Minute Paper Muddiest Point Memory Matrix Focused Listing
14 CAT: Memory Matrix (Biology example) Instructions: Take 10 minutes to complete the matrix below. This assignment is ungraded and anonymous. Property of WaterExplanationExample of Benefit to Life Cohesion and high surface tension, adhesion Hydrogen bonds hold molecules together and adhere them to hydrophilic surfaces. Leaves pull water upward from roots in microscopic vessels. High Specific heat High heat of vaporization Expansion upon freezing Versatility as a solvent
15 To do:- Design a Memory Matrix for Your Class
16 What do CATs do? Provide feedback on student reactions to instruction and course activities The Train Midcourse Evaluation Teacher-Designed Feedback Form.
18 CAT: Teacher Designed Feedback Form or Midcourse Evaluation Form (Sample Questions) Instructions: Please complete this anonymous feedback form based on your reactions to the course so far. I will share the results with the class next week. 1. On a scale from 1 to 4, please rate the clarity of todays session. 1- totally unclear 2-somewhat unclear 3- mostly clear 4-very clear 2. Overall, how would you rate the pace of this class? 1- moves too fast 2-about right 3-moves too slowly 3. What did you find most helpful about the way the course is organized? (Please list one or two specific examples.) 4. How could the instructor help you improve your learning during future class sessions? (Please list one or two specific suggestions.) 5. What could you do to improve your learning in future class sessions? (Please list one or two specific suggestions.) Reference: Angelo, T. A. and Cross, K. P. (1993) Classroom Assessment Techniques: A Handbook for College Teachers. 2 nd edition. San Francisco: Jossey-Bass.
19 To do - Draft Questions for a Midcourse Evaluation Form Instructions: Brainstorm a few CAT questions. Consider what areas of teaching and learning you are trying to improve, and what areas of student learning you want to assess. Think about the type and amount of data you will get back, and how you will use it. ex. How often did you complete the assigned reading prior to lecture? Always Often Sometimes Rarely Never
20 What do CATs do? Assess students self-awareness as learners Punctuated Lecture Group Work Evaluation Documented Problem Set Solution Serve as student learning activities in the areas of rehearsal, synthesis, elaboration, comprehension monitoring, and more.
21 CAT: Group Work Evaluation Form 1. Overall, how effectively did your group work together on this assignment? (Circle one) 12345 Not at allpoorly adequatelywell extremely well 2. How many of the five group members participated actively most of the time? 12345 3. How many of you were fully prepared for the group work most of the time? 12345 4. Give one specific example of something you learned from the group that you probably wouldnt have learned on your own. 5. Give one specific example of something the other group members learned from you that they probably wouldnt have learned without you. 6. Suggest one specific, practical change the group could make that would help improve everyones learning. Reference: Angelo, T. A. and Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, San Francisco: Jossey-Bass.
22 What do CATs do? Serve as data collection tools that support broader department- or institution-wide assessment efforts.
23 Benefits of Classroom Assessment Advantages of Classroom Assessment to Students: Control and Voice in the Classroom Involvement in Learning Metacognition / Awareness of Progress Better Instruction/Caring Teacher Steadman, M.H. (1994). CATs for Community Colleges:Changing Both Sides of The Teaching- Learning Equation. Practitioner-based Research Report Funded by the The National Center on Adult Learning, Empire State College Saratoga Springs, New York. Advantages of Classroom Assessment to Faculty: Tuning in to Students' Voices/Student Satisfaction Teachers as Learners: Reflection and Strategic Change ***90% of teachers surveyed reported making a change in their teaching as a result of doing Classroom Assessment.*** Improved Student Learning & Involvement Faculty Community: Making Teaching a Priority
24 Guidelines for Classroom Assessment Before getting started, select a specific learning objective or teaching goal you want to assess. Start small. Keep it simple and quick. Choose techniques that will provide you with useful feedback and also involve your students in learning. Plan ahead how you will analyze the data, and how you will respond to areas needing improvement.
25 Guidelines (Continued) Dont ask what you dont want to know. Work with other teachers. Dont ask students to try a CAT you havent first tried out on yourself. Involve and inform students: Explain the purpose and process, Expect them to need time and practice, Always feedback CAT results to students.
26 To do- CAT: Focused Listing Instructions: Jot down a few key words or phrases that describe Classroom Assessment, based on today's presentation and your reactions to it. This assignment is ungraded and anonymous. ______________________
27 CAT: Focused Listing Response Classroom Assessment is: Learner-centered and teacher- directed Mutually beneficial Usually ungraded and anonymous Formative Context specific Ongoing Simple and quick Rooted in good teaching practice
28 To do To do - CAT: Applications Card Instructions: Please take a moment to recall the ideas, techniques and strategies weve generated during this session. Quickly list as many applications as you can. Interesting Ideas Reference: Angelo, T. A. and Cross, K. P. (1993) Classroom Assessment Techniques: A Handbook for College Teachers. 2 nd edition. San Francisco: Jossey-Bass. Possible applications for my work:
29 Resources Angelo, T. A. and Cross, K. P. (1993) Classroom Assessment Techniques: A Handbook for College Teachers. 2 nd edition. San Francisco: Jossey-Bass. Angelo, T. A. (ed). (1998). Classroom Assessment and Research: An Update on Uses, Approaches, and Research Findings. New Directions for Teaching and Learning, 75. San Francisco: Jossey-Bass. Cross, K. P. and Steadman, M. H. (1996). Classroom Research: Implementing the Scholarship of Teaching. San Francisco: Jossey-Bass.