1. Classroom (and Presentation) Assessment Techniques Assessment Boot Camp Summer 2015 Cathleen Morreale

2. Objectives and Agenda Objectives – Define CATS – Identify appropriate CATS – Apply appropriate CATS with controls Agenda – Backwards Design – Defining and Types – Examples – CATS for Metacognition – Best Practices – Resources

3. We can go home now… Expectations What do you already know or use? Go to srs.campuslabs.com (or use the Respond App) Enter ID: 2154

4. Disclaimer: Backwards Design (Not starting with which CAT you want to use) Instructional and Learning experiences and which CATs will get you the formative evidence What is the evidence that will show you met those (or how closely/far) What are the outcomes or objectives Start with the end in mind – Desired Results

5. What are CATs? (Often) Ungraded Formative Regular and Often Reveals Progress -> Faculty and Students can Gauge Understanding Engage with Students’ Learning Process -> Learner-Centered Models Learning and Teaching are Flexible and Responsive Concrete Evidence of Learning and/or Learning Needs and/or Teaching Adaptation Needs Active Learning Environment Prompts to Stop and Collaborate and Listen Motivational – Low Hanging Fruit, Smaller Bites Collaborative Learning

6. Prompted Pause

7. CAT Classification Assessing prior knowledge, recall, and understanding: Background Knowledge Probe Focused Listing Misconception/Preconception Check Empty Outlines Memory Matrix Minute Paper Muddiest Point Assessing skill in analysis and critical thinking: Categorizing Grid Defining Features Matrix Pro and Con Grid Content, Form, and Function Outlines Analytic Memos Assessing skill in synthesis and creative thinking: One-Sentence Summary Word Journal Approximate Analogies Concept Maps Invented Dialogues (not included here) Annotated Portfolios (not included here) Assessing skill in problem solving Problem Recognition Tasks What’s the Principle? Documented Problem Solutions Audio- and Videotaped Protocols Assessing skill in application and performance Directed Paraphrasing Applications Cards Student-Generated Test Questions Human Tableau or Class Modeling (not included here) Paper or Project Prospectus (not included here) For examples, pros/cons, caveats, and extensions of the method, see Angelo and Cross (1993). Just Ask ????s

8. Common Knowledge and Skill CATs (Assessing if students have learned and now know or can do) TypeWorks Best For and When and Examples Minute Paper60 seconds to respond to a question in writing Muddiest Point or Clearest or BothTurn in a question about the content at the end of class Tweet140 characters; Few sentences summarizing Student Generated Test QuestionsStudents write one multiple choice and one open-ended question Student Response SystemsClickers; Campus Labs Entry TicketFlipped classrooms; Activity turned in as students enter the lab to confirm they have prepared Effective QuestionRight question, right time DebateArgue logic; Defend position/answer Think, Pair, Assess the ShareComfort level reflecting Socratic QuestioningProbing; Students provide the answer; Explore complexities Cooperative Concept MappingMaking connections SIIStrengths, Insights, Improvements Fish Bowl of QuestionsStudents put questions in fish bowl; Anonymous; Evaluate themes of questions BingoLess linear information; Variety of types of information Mini CasesCase studies in group work and product Physical – Toss the Ball/Toy or PopcornRandom selection of responders CompetitionsDifferent answers may be correct; Immediate recall Application of Concept Mini-Maker Faire or Making AnalogiesAbility to apply Map – How did you get to answer – Walk throughAssessment of process Vote (with your feet)Pick your answer by moving to an area

9. Metacognitive Strategies Thinking About Thinking (Not assessment of knowledge and skills - instead Assessment of HOW students are learning) Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. – Planning how to approach a given learning task – Monitoring comprehension – Strategic – Motivation to Learn – Evaluating progress toward the completion of a task Both before and after cognitive activity (though typically after) Livingston, J. (1997). http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm

10. CATs for Metacognition Remove Noise to Assess Questioning Pre-writing activities Think Alouds Concept Maps Awareness Inventory Action Plans Visualizing What You Hear Explaining What You See Vocabulary Lists

11. Consider Complexity Resources – i.e., time and stinky markers Short and simple vs. Long and complex Place in class timeline Consistency for reducing learning curve over time Comparing data from over time to view learning on specific vs. 1 time check Classroom management

12. (Usually) Try Not to Do Only one Way to skin a CAT Are there any more questions? at mid-night hour Forget Ethics – Anonymity or Not? Embarrass or Single Out Over Incentivize Forget to share aggregate or compilations (collect but never do anything (in the eye’s of students) with it) Forget to plan or pilot

13. Resources Angelo, Thomas A, & Cross, K. Patricia (1993). Classroom assessment techniques: A handbook for college teachers (2d ed). San Francisco: Jossey-Bass. UBCEI Teaching Resources: www.buffalo.edu/ubcei/resources.html UB – Clickers in the Classroom: www.buffalo.edu/ubcei/resources/clickers.html Iowa State University, Center for Teaching Excellence, Classroom Assessment Techniques: www.celt.iastate.edu/teaching/cat.html Rochester Institute of Technology, Student Learning Outcomes Assessment Office, Classroom Assessment Techniques: www.rit.edu/academicaffairs/outcomes/classroom-assessment- techniques University of Texas at Austin, Instructional Assessment Resources, Classroom Assessment Techniques: www.utexas.edu/academic/ctl/assessment/iar/teaching/plan/meth od/cats/ Classroom Assessment Techniques: One-Sentence Summary (Video): www.youtube.com/watch?v=ScLoLLMfyQ4 Classroom Assessment Techniques: The Muddiest Point (Video): www.youtube.com/watch?v=v_dt6VGjk7Y

14. Questions???, Comments, Debate… Cathleen Morreale Center for Educational Innovation 212 Capen 716.645.5593 cwalther@buffalo.edu