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Using Classroom Assessment Techniques (Angelo & Cross, 1993) Susan BOON Murray, CCLS, CTRS, RMTR Department 8 th Annual UW-La Crosse Conference On Teaching.

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Presentation on theme: "Using Classroom Assessment Techniques (Angelo & Cross, 1993) Susan BOON Murray, CCLS, CTRS, RMTR Department 8 th Annual UW-La Crosse Conference On Teaching."— Presentation transcript:

1 Using Classroom Assessment Techniques (Angelo & Cross, 1993) Susan BOON Murray, CCLS, CTRS, RMTR Department 8 th Annual UW-La Crosse Conference On Teaching and Learning Tuesday, August 29, 2006

2 What is Classroom Assessment? Classroom assessment is both a teaching approach Classroom assessment is both a teaching approach and a set of techniques. The approach is that the and a set of techniques. The approach is that the more you know about what and how students are more you know about what and how students are learning, the better you can plan learning activities to learning, the better you can plan learning activities to structure your teaching. The techniques are mostly structure your teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback that give both you and your students useful feedback on the teaching-learning process. on the teaching-learning process.

3 How is it different? Classroom assessment differs from tests and other forms of student tests and other forms of student assessment in that it is aimed at assessment in that it is aimed at course improvement, rather than at course improvement, rather than at assigning grades. The primary goal is assigning grades. The primary goal is to better understand your students' to better understand your students' learning and so to improve your teaching. learning and so to improve your teaching.

4 How Can I Use CATs? (VERBATIM FROM Decide what you want to learn from a classroom assessment.Decide 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.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.Explain the purpose of the activity to students, then conduct it. After class, review the results and decide what changes, if any, to make.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.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)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 techniqueComplete the TGI to identify the cluster and choose a specific technique TEACHING/LEARNING GOAL SAMPLE CAT TEACHING/LEARNING GOAL SAMPLE CAT Higher Order Thinking Skills One Sentence SummaryHigher Order Thinking Skills One Sentence Summary Basic Academic Success The Muddiest PointBasic Academic Success The Muddiest Point Discipline Specific Knowledge & Skills Application CardsDiscipline Specific Knowledge & Skills Application Cards Liberal Arts and Academic Values Pro and Con GridLiberal Arts and Academic Values Pro and Con Grid Work and Career Preparation One Sentence SummaryWork and Career Preparation One Sentence Summary Personal Development Reading Rating SheetsPersonal Development Reading Rating Sheets How I used CAT#48 Reading Rating SheetsHow I used CAT#48 Reading Rating Sheets

6 My Experience with CAT #48: Reading Rating Sheets – students provide feedback on how interesting, motivating, clear and useful their assigned readings are from the students viewpoint: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 are some reading assignments more helpful than others? Why do students appreciate and enjoy some readings more than othersWhy do students appreciate and enjoy some readings more than others – helps instructor adjust the way they introduce/teach the readings and overall to rethink the selection of course readingsOutcome – 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 disciplines 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 others Time & Effort Required – Very Low Time & Effort Required – Very Low Complexity – Very Low Complexity – Very Low Duration – 5-15 minutes (no preorganization needed) Duration – 5-15 minutes (no preorganization needed) Developed by Professor Frank Lyman in 1981 and widely adapted for cooperative learning

9 A NOTE ON DESIGNING CATs WORKSHEETS

10 How do instructors benefit from CATs? (VERBATIM FROM Provides 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 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.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.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.Encourages the view that teaching is a formative process that evolves over time with feedback.

11 How do learners benefit from CATS? VERBATIM FROM Helps them become better monitors of their own learning.Helps them become better monitors of their own learning. Helps break down feelings of anonymity, especially in larger courses.Helps break down feelings of anonymity, especially in larger courses. Points out the need to alter study skills.Points out the need to alter study skills. Provides concrete evidence that the instructor cares about learning.Provides concrete evidence that the instructor cares about learning.


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