1 Using Classroom Assessment Techniques (Angelo & Cross, 1993) Susan ‘BOON’ Murray, CCLS, CTRS, RMTR Department8th Annual UW-La CrosseConference On Teaching and LearningTuesday, August 29, 2006
2 What is Classroom Assessment? “Classroom assessment is both a teaching approachand a set of techniques. The approach is that themore you know about what and how students arelearning, the better you can plan learning activities tostructure your teaching. The techniques are mostlysimple, non-graded, anonymous, in-class activitiesthat give both you and your students useful feedbackon the teaching-learning process.”
3 How is it different? “Classroom assessment differs from tests and other forms of studentassessment in that it is aimed atcourse improvement, rather than atassigning grades. The primary goal isto better understand your students'learning and so to improve your teaching.”
4 How Can I Use CATs?(VERBATIM FROMDecide what you want to learn from a classroom assessment.Choose a Classroom Assessment Technique (CAT) that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class.Explain the purpose of the activity to students, then conduct it.After class, review the results and decide what changes, if any, to make.Let your students know what you learned from the CAT and how you will use this information.
5 Teaching Goals Inventory Clusters (Angelo & Cross) A Handbook of 50 CATs with step-by-step procedures and practical advice for analysis (Angelo & Cross, 1993)Complete the TGI to identify the cluster and choose a specific techniqueTEACHING/LEARNING GOAL SAMPLE CATHigher Order Thinking Skills One Sentence SummaryBasic Academic Success The Muddiest PointDiscipline Specific Knowledge & Skills Application CardsLiberal Arts and Academic Values Pro and Con GridWork and Career Preparation One Sentence SummaryPersonal Development Reading Rating SheetsHow I used CAT#48 Reading Rating Sheets
6 My Experience with CAT #48: Reading Rating Sheets Purpose – students provide feedback on how interesting, motivating, clear and useful their assigned readings are from the students’ viewpoint:Why are some reading assignments more helpful than others?Why do students appreciate and enjoy some readings more than othersOutcome – helps instructor adjust the way they introduce/teach the readings and overall to rethink the selection of course readings
7 My Experience with Think/Pair/Share: A Cooperative Learning Technique Reframe your learning goals by thinking about the ‘enduring understanding’ in your lesson, not your discipline’s instructional goal. Ask yourself, “What does it mean to think like a [chemist, psychologist, accountant, an evaluator, a facilitator, a programmer]?”(Lee Schulman)
8 My Experience with Think/Pair/Share: A Cooperative Learning Technique Handout: “Thinking Like a Facilitator” (Murray, 2006)Think/Pair/Share is useful for stimulating engagement, checking students understanding of concepts, and having them rehearse, express, and compare their self-understanding with othersTime & Effort Required – Very LowComplexity – Very LowDuration – 5-15 minutes (no preorganization needed)Developed by Professor Frank Lyman in 1981 and widely adapted for cooperative learning
10 How do instructors benefit from CATs? (VERBATIM FROMProvides short-term feedback about the day-to-day learning and teaching process at a time when it is still possible to make mid-course corrections.Provides useful information about student learning with a much lower investment of time compared to tests, papers, and other traditional means of learning assessment.Helps to foster good rapport with students and increase the efficacy of teaching and learning.Encourages the view that teaching is a formative process that evolves over time with feedback.
11 How do learners benefit from CATS? VERBATIM FROMHelps them become better monitors of their own learning.Helps break down feelings of anonymity, especially in larger courses.Points out the need to alter study skills.Provides concrete evidence that the instructor cares about learning.