Classroom Assessment Techniques
Rate your own level of familiarity with Classroom Assessment Techniques: A.Never heard of this B.Heard but don’t really know C.Some idea but not too clear D. Clear idea Background Knowledge Probe
WHY do it? – It provides faculty with feedback about their effectiveness as teachers, – it gives students a measure of their progress as learners. – To avoid unhappy surprises, it provides a way to monitor learning throughout the semester.
WHAT are CAT’s? – “Classroom assessment techniques describe a variety of NON-GRADED methods of getting feedback on student learning” McKeachie, 2002 – Both learning and attitude can be assessed
Why the Need for CATs? – College faculty typically assume a lot about their students’ learning, but most of those assumptions remain untested. – Feedback from quizzes, exams, and homework often comes too late to affect student learning. – Questioning in class only provides feedback about one student at time.
“Based on all the head-tilts, maybe I’d better explain this again”
Minute Paper - "What was the most important thing you learned during this class?" and "What important question remains unanswered?“ Muddiest Point -- asking students to jot down a quick response to one question: "What was the muddiest point in ?“ One-Sentence Summary - challenges students to answer the questions "Who does what to whom, when, where, how, and why?“
ProCon Grid - Students write quick lists of pros and cons to help them more clearly consider an issue. Student Generated Test Questions – Classroom Opinion Poll -- Instead of raising hands to poll students, a written poll assures anonymity and more accurate data. Group Work Evaluations - Compose four or five questions regarding group work
CAT Features/ Considerations: Learner Centered Teacher Directed Mutually Beneficial Formative Context-Specific Ongoing Good Teaching Practice
How is MC300 going for you? Great! Fantastic It’s going well x 5 Honestly, MC300 is probably my favorite class Going Well, I enjoy the class thoroughly Going well, but I’m making lots of little errors I’ve been struggling, but I think I have a good grasp now Not as well as it could, I need to study more Starting to get it, but a struggle
What is one thing we’re doing that helps you learn? Study Guide Problems x 9 In class demos, activities Outlining problem solving steps Getting randomly picked on The level of Detail in each study guide problem Watching and Participating in class as we do Board Problems Active and engaging demonstrations Class is very interactive. The instructor pushes us to take notes and we get to solve problems
What Activities are less useful for you? Nothing in this class is not useful x 7 Problem sets graded largely on format The text book/ readings x 2 Not staying after class Not enough extra problems on blackboard to practice on The Connect problems are rushed and not entirely reinforcing learning objectives
Anything Else? Nothing else x 6 Really enjoying MC300 so far Everything is fine It would be helpful to go over all the little things that we get graded on. The demonstrations are helpful Love the enthusiasm and expertise Keeping us involved goes a long way – Please keep it up More demonstrations/ fire extinguishers/ axes/ chainsaw, etc. Maybe lose the Connect problems. I payed $120 for something we could have done on paper.
Muddiest Point Write out on a 3x5 card the one question or concern you have about CAT’s
Brainstorm! Discuss in your groups – 2-3 CATs you might use in your teaching at home. Be specific! What’s the course? Who is the audience? What exactly will you ask of them? Write it out on paper. Discuss with your group – any good suggestions or modifications?