Presentation on theme: "Faculty Workshops Series"— Presentation transcript:
1 Faculty Workshops Series CATs in the ClassroomDr Aziza EllozyCenter for Learningand TeachingSpring 2008Faculty Workshops SeriesCopyright Notice
2 Workshop ObjectivesTo characterize Classroom Assessment and Classroom Assessment Techniques (CATs)To discuss the purpose and benefits of CATsTo identify commonly used CATsIntroduce you to the Teaching Goals Inventorymessag...
4 What is Classroom Assessment? “It is an approach designed to help faculty find out what students are learning in the classroom and how well they are learning it.”~Thomas A. Angelo and K. Patricia Cross~
5 What are CATs? (Classroom Assessment Techniques) They are a set of methods and techniquescreated to answer two questions:How well are studentslearning?2. How well amI teaching?
6 How do CATs differ from quizzes? are formative in nature (purpose to improve quality of learning not to evaluate)are rarely gradedare usually anonymous
7 Characteristics of CATs Learner-centered:focus is on improving learning not on improving teachinghelps students monitor their own learningTeacher-directed:Individual teacher decides what to assess, how to assess and how to respond to the information gained through the assessmentBeneficial to both student and instructor:Help faculty and students focus on learningHelp students monitor their learning w/o pressure of examsFoster good rapport with students
8 What Can I Assess?Course-related knowledge and skills (prior knowledge, recall and understanding, critical thinking, problem solving skills)
9 What Can I Assess?Course-related knowledge and skills (prior knowledge, recall and understanding, critical thinking, problem solving skills)Student attitudes and self-awareness (awareness of values, attitudes, self awareness as learners)
10 What Can I Assess?Course-related knowledge and skills (prior knowledge, recall and understanding, critical thinking, problem solving skills)Student attitudes and self-awareness (awareness of values, attitudes, self awareness as learners)Reactions to instruction methods (student reactions to teachers/teaching, class activities, assignments, and materials)
11 General Approach Decide Explain Implement & collect the feedback What you want to learn about your students’ knowledge, skills, beliefs, etc.Which assessment technique will provide the feedbackExplainWhyHowImplement & collect the feedbackShare the feedback with the studentsDecide how to respond to the feedback
12 A How-to-Guide to Classroom Assessment Techniques (see attached “New Chalk Talk” issue)
13 Commonly used CATS* Recall, understanding, strategic knowledge Minute paperMuddiest PointSynthesis and creative thinkingRSQC2 (Recall, Summarize, Question, Connect, Comment)One-sentence SummaryApplication and PerformanceApplication CardsDirected Paraphrasing*Angelo, T.A. & Cross, K.P Classroom assessment techniques, 2nd Ed. San Francisco: Jossey-Bass
14 The Minute Paper What was the most important thing you learned today? (Most commonly used assessment technique)End of class period ask studentsto answer two questions in writing:What was the most important thing you learned today?What questions remain uppermost on your mind?
15 The Muddiest PointAsks the student to identify a concept or concepts that are unclear.graphics2/confused.gif
16 The Muddiest Point What was the muddiest point in….? Lecture DiscussionHomework Asst.PlayFilmgraphics2/confused.gif
17 RSQC2 (recall, summarize, question, connect, comment) ________________SummarizeQuestionConnect_______________Recall most important ideas (2 min)Summarize the points into single sentence (3 min)What question (s) remains to be answered (2 min)Explain how the material connects to course goal, or unit objectives or previous material, etc
18 Directed Paraphrasing Ask the student to summarize a key ideaThe paraphrase part requires the student to generate a new way to express the concept.The directed part specifies the audience to whom the paraphrase is directed.
19 Applications Cards“On the index card provided, write down one (2, 3…) real world application (s) for what you just have learned about…”peggykarr_design.asp
21 Getting Started In Using Classroom Assessment Techniques PlanSelect one, and only one, of your classesDecide in light of your teaching goal (s)Choose a simple and quick technique
22 Getting Started In Using Classroom Assessment Techniques ImplementMake sure the students understand the procedureAnalyze student’s responses as soon as possible
23 Getting Started In Using Classroom Assessment Techniques Respond -- “Close the feedback loop“Tell students what you learned and what you will do about itMotivates students to become actively involved
24 The Teaching Goal Inventory (very useful) Select one course you are currently teachingRespond to each item on the inventory in relation to that particular course.If you are new to CA, do not worry about linking goals to assessment tools. It is useful only to be aware of the relationship.Teaching Goals Inventory
25 Acknowledgement Adapted from “Classroom assessment techniques”T. Angelo and P. CrossClip Art is from except title page which is from:(retrieved April , 2007)
27 Copyright noticeCopyright A.R. Ellozy [April 2007]. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.