1. Improve your Teaching by Assessing Student Learning During Every Class Session AMATYC Conference Anaheim, California October/November 2013 Dr. Kim Tsai Granger Kgranger@stlcc.edu

3. THOMAS A. ANGELO & K. PATRICIA CROSS

4. whathow much how well Classroom Assessment helps individual college teachers obtain useful feedback on what, how much and how well their students are learning. Faculty can then use this information to refocus their teaching to help students make their learning more efficient and more effective. Angelo & Cross, page 3

5. How will it improve student learning if mathematics faculty monitor student learning throughout the semester? How much of this monitoring is enough monitoring? What is the Purpose of each of the following assessments: Module/Unit Exams (3-6 per semester) Weekly, Graded Quiz By-Weekly, Graded Quiz

6. An approach designed to help teachers find out what students are learning and how well they are learning it. Learner-Centered Teacher-Directed Mutually Beneficial Formative Context –Specific Ongoing Rooted in Good Teaching Practice Angelo & Cross, pages 4-6

7. CATs are simple tools for collecting data on student learning in order to improve it. Angelo & Cross, page 25

8. CATs are NOT graded, nor are they intended to replace traditional means of evaluation.

9. Fewer surprises at Midterm and Final…or even at the time of a unit test! Gives students the opportunity to improve before a graded assignment, such as a test or exam. Improves rapport with students.

10. Plan Plan What do you want to assess? Choose a CAT that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class. Implement Implement Explain the purpose of the activity to students, then conduct it. Respond Respond 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.

11. Close the Loop Loop!

12. If a CAT doesnt appeal to your intuition and professional judgment, don't use it. Don't ask your students to do a CAT you haven't tried on yourself. Allow for more time than you think you will need CLOSE THE LOOP CLOSE THE LOOP - Let students know what you learn from their feedback and how you and they can use that information to improve learning.

13. Sometimes it is like Herding Cats!

15. In 1-3 clear, concise sentences, please write your definition of _______________, or at least what you think it should be. Construct a definition that would make sense to your fellow students regardless of their academic major.

16. In 1-3 clear, concise sentences, please write your definition of _______________. Ideas to Fill in the Blank?

17. What has been the "muddiest" point so far in this session? That is, what topic remains the least clear to you? ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________

18. What has been the "muddiest" point so far in this session? That is, what topic remains the least clear to you? Ideas on how to use this? to use this?

19. 1. What are the two [three, four, five] most significant [central, useful, meaningful, surprising, disturbing] things you have learned during this session? ____________________________________________ ____________________________________________ ____________________________________________ 2. What question(s) remain uppermost in your mind? ____________________________________________ ____________________________________________ ____________________________________________

20. Write some intriguing ideas, techniques, strategies, and tactics from this session. _________________ _________________ _________________ Write a related application problem. _________________ _________________ _________________ _________________

21. Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope.

22. Ask student to divide a paper into two columns (+ / -). Plus means that students believe something worked well and helped them learn and minus describes how students would make changes to improve their learning. Pluses and minuses can address class activities, instructor performance, texts, and classroom environment.

23. Ask students the following questions The most effective thing we have done in this class that helps me learn is... The least effective thing we have done in this class which keeps me from learning is... One thing I wish you would change... List three things that other teachers have done that really helped me learn more

24. Kim Granger St. Louis Community CollegeWildwood CampusKGranger@stlcc.edu