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Welcome to “ Classroom Assessment Techniques in One-Shot Instruction Sessions: Balancing Teaching, Learning, and Time” Photo courtesy of flickr user pinksherbet.

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Presentation on theme: "Welcome to “ Classroom Assessment Techniques in One-Shot Instruction Sessions: Balancing Teaching, Learning, and Time” Photo courtesy of flickr user pinksherbet."— Presentation transcript:

1 Welcome to “ Classroom Assessment Techniques in One-Shot Instruction Sessions: Balancing Teaching, Learning, and Time” Photo courtesy of flickr user pinksherbet via a Creative Commons license Password for Omni-Meeting Wireless Network: LOEX123 Silence your phone, but keep it handy

2 Classroom Assessment Techniques in One-Shot Instruction Sessions: Balancing Teaching, Learning, and Time Laura W. Gariepy Virginia Commonwealth University James Branch Cabell Library Photo courtesy of flickr user hans s via a Creative Commons license

3 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

4 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

5 Learning Outcomes Distinguish between goals of classroom assessment and larger scale assessment Examine how you can use classroom assessment techniques in your sessions Consider classroom assessment as a way to assess learning and enhance learning Photo courtesy of flickr user pinksherbet via a Creative Commons license

6 Macro-assessment Demonstrates accountability Lots of people Big undertaking Image courtesy of flickr user blprnt_van via a Creative Commons license

7 And then I went to… ACRL Immersion: Teacher Track Assessment Epiphany! Photo courtesy of flickr user NikonFilm35 via a Creative Commons license

8 Observe how well and how much students are learning How they respond to different teaching techniques Improved teaching = improved learning Classroom Assessment Photo courtesy of flickr user James Sarmiento via a Creative Commons license Thomas A. Angelo & K. Patricia Cross Classroom Assessment Techniques: A Handbook for College Teachers.

9 Macro-AssessmentClassroom Assessment PurposeDemonstrate accountability or value of a program; or provide a grade Understand what and how students learn in order to improve it Type of AssessmentSummative (happens at the end) Formative (happens along the way) At what level does it happen? Course, program, institutionIndividual class session Time RequiredUsually substantialUsually minimal A Brief Comparison

10 Classroom Assessment Techniques (CATs): tools and exercises to measure student learning with the goal of improving it – and improve teaching. Cross & Angelo, p. 25 Photo courtesy of flickr user James Sarmiento via a Creative Commons license

11 A little more about the classes I teach… Photo courtesy of flickr user taberandrew via a Creative Commons license

12 Questionnaires and Polls Background Knowledge Probe: Questionnaire to assess students’ prior learning Opinion Poll: Use polls to discover opinions, attitudes, or experiences. Or, keep it simple. docs.google.com

13 Questionnaires and Polls Before Class Ask about experiences: i.e., have you ever used Academic Search Complete? Follow-up concepts with a quick poll to see what students retained During Class

14 Misconception/Preconception Check Discover what students might need to unlearn. What might block further learning?

15 Close the Loop Close the Loop: Flexibility is key Before class: craft your session around responses During class: roll with the punches Photo courtesy of flickr user Photofarm.nl via a Creative Commons license

16 Minute Paper: The Classic Photo courtesy of flickr user casey.marshall via a Creative Commons license Two questions: What was the most important thing you learned today? What questions do you have that are still unanswered? Minute Paper

17 One-Minute PaperMinute Paper

18 One-Minute PaperMinute Paper

19 Close the Loop: Immediate response Individual follow-up s Clarification of trouble spots through instructor Visit class again Alter teaching for future sessions Photo courtesy of flickr user Photofarm.nl via a Creative Commons license

20 Directed Paraphrasing Photo courtesy of flickr user jpaxonreyes via a Creative Commons license Directed Paraphrasing Asks students to restate what they learned in their own words Prompt is specific Assess how well students internalized what they just learned

21 In a few sentences, describe in your own words how the Boolean operator “AND” can be used to search for information on your research question in library databases and the catalog. Directed Paraphrasing

22 In a few sentences, describe in your own words how the Boolean operator “AND” can be used to search for information on your research question in library databases and the catalog. Directed Paraphrasing

23 In a few sentences, describe in your own words how the asterisk (*) can be used to search for information on your research question in library databases and the catalog. Directed Paraphrasing

24 In a few sentences, describe in your own words how the Boolean operator “OR” can be used to search for information on your research question in library databases and the catalog. Directed Paraphrasing

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26 Close the Loop: Immediate response Individual follow-up e- mails Clarification of trouble spots through instructor Visit class again Alter teaching for future sessions Photo courtesy of flickr user Photofarm.nl via a Creative Commons license

27 Topic, Discipline, Database, Article (Homegrown) Topic, Discipline, Database, Article Didn’t start as a CAT Goals: Situate topic in discipline Locate discipline specific databases Locate one article Topic Discipline Database Article

28 Topic, Discipline, Database, Article (Homegrown)

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30 Close the Loop: Immediate feedback Topic, Discipline, Database, Articles (Homegrown) Photo courtesy of flickr user Photofarm.nl via a Creative Commons license

31 for best results mix it up Photo courtesy of flickr user jeffanddayna via a Creative Commons license

32 …that sounds great, but assessment and teaching/learning would still be fighting each other for time… right? Photo courtesy of flickr user ElDave via a Creative Commons license

33 They fit together very well. Minimal time required. Provide opportunities for active learning and reflection. Increase their learning by improving my teaching.

34 Classroom Assessment + Teaching / Learning Questions? Laura W. Gariepy Presentation will be available on LOEX Conference Website not quite done…


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