11

What are the Conditions of What are the Conditions of Excellence in Education?Excellence in Education?

Student InvolvementStudent Involvement High ExpectationsHigh Expectations Assessment & FeedbackAssessment & Feedback

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What are the Characteristics of What are the Characteristics of Highly Respected Courses?Highly Respected Courses?

Rapid/Immediate FeedbackRapid/Immediate Feedback Detailed FeedbackDetailed Feedback Frequent EvaluationFrequent Evaluation

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What are Classroom What are Classroom Assessment Techniques Assessment Techniques

(CATS)?(CATS)?

Use of small-scale data gathering Use of small-scale data gathering techniques conducted continuously techniques conducted continuously by teachers to determine what by teachers to determine what students are learning in a given students are learning in a given classclass

Low Threshold ActivitiesLow Threshold Activities

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What are the What are the Characteristics of CATS?Characteristics of CATS?

usually ungraded and anonymoususually ungraded and anonymous learner centeredlearner centered teacher directedteacher directed mutually beneficialmutually beneficial formativeformative context-specificcontext-specific ongoingongoing

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Potential Impact of CATsPotential Impact of CATs Find out what and how Find out what and how

your students are thinkingyour students are thinking Clarify your goals for your Clarify your goals for your

course or class sessioncourse or class session Obtain information for Obtain information for

class session designclass session design Get feedback to make mid-Get feedback to make mid-

course correctionscourse corrections Become exposed to how Become exposed to how

students learn your students learn your discipline and identify discipline and identify means to respond to means to respond to different learning stylesdifferent learning styles

Increase active and Increase active and cooperative learningcooperative learning

Change the classroom Change the classroom norms for asking questions norms for asking questions and admitting deficiencies and admitting deficiencies in understandingin understanding

Help students become self-Help students become self-aware of their learningaware of their learning

Allow students to make Allow students to make mid-course correctionsmid-course corrections

Push students to take their Push students to take their knowledge furtherknowledge further

Leave behind a trail of Leave behind a trail of information that can be information that can be use for post-course use for post-course improvement (for students improvement (for students and teacher)and teacher)

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What are the Working What are the Working Assumptions of Classroom Assumptions of Classroom

Assessment?Assessment? goals & objectives are explicit and publicgoals & objectives are explicit and public students need appropriate and focused students need appropriate and focused

feedbackfeedback question generated by faculty about own question generated by faculty about own

teachingteaching doesn’t require specialized trainingdoesn’t require specialized training collaboration enhances design & outcomecollaboration enhances design & outcome

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Five Dimensions of LearningFive Dimensions of Learning

Declarative Learning (What)Declarative Learning (What) Procedural Learning (How)Procedural Learning (How) Conditional Learning (When & Conditional Learning (When &

Where)Where)

Reflective Learning (Why)Reflective Learning (Why) Metacognitive Learning (How to Metacognitive Learning (How to

Learn)Learn)

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Three Key Learning PrinciplesThree Key Learning PrinciplesPrior KnowledgePrior Knowledge: Students construct : Students construct new knowledge based on what they new knowledge based on what they already know (or don’t know).already know (or don’t know).

Deep Foundational KnowledgeDeep Foundational Knowledge: : Students need a deep knowledge base and Students need a deep knowledge base and conceptual frameworks.conceptual frameworks.

MetacognitionMetacognition:: Students must identify Students must identify learning goals and monitor their progress learning goals and monitor their progress toward them.toward them.

Bransford, J., Brown, A., & Cocking, R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

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What is the What is the Classroom Assessment Cycle?Classroom Assessment Cycle?

CATs PIRCATs PIRPPlanlan

IImplementmplement

RRespondespond

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Common ProblemsCommon Problems

Using only one CATUsing only one CAT Only using a CAT onceOnly using a CAT once Not feeling free to adapt the CAT to fit your Not feeling free to adapt the CAT to fit your

coursecourse Not helping the students see how the data are Not helping the students see how the data are

being used by you or can be used by thembeing used by you or can be used by them Not making some portion of feedback-type Not making some portion of feedback-type

data publicdata public Over-complicating the data collection or Over-complicating the data collection or

summarizationsummarization

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What are Some ImportantWhat are Some Important Tips for New Users? Tips for New Users?

Target a few ideas onlyTarget a few ideas only Limit time students have to respondLimit time students have to respond Read a sample of responses but note Read a sample of responses but note

all reviewedall reviewed Use verbal feedback or visual Use verbal feedback or visual

summarysummary

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Challenges to Using Challenges to Using CATs OnlineCATs Online

Additional motivation needed to ensure that students Additional motivation needed to ensure that students complete CATscomplete CATs

Additional time may be needed for completion of CATsAdditional time may be needed for completion of CATs Students may be in different stages of courseStudents may be in different stages of course Courses may need to be more structured and Courses may need to be more structured and

sequenced to properly use CATs sequenced to properly use CATs Students do not experience the same learning Students do not experience the same learning

environmentenvironment

Classroom Assessment Techniques in Asynchronous Learning Classroom Assessment Techniques in Asynchronous Learning NetworksNetworks by Tom Henderson, The Technology Source, by Tom Henderson, The Technology Source, September/October 2001.September/October 2001.

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Some Good “CAT” Web sitesSome Good “CAT” Web sites

http://www.siue.edu/~deder/assess/catmaihttp://www.siue.edu/~deder/assess/catmain.htmln.html

http://honolulu.hawaii.edu/intranet/committhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-2.ees/FacDevCom/guidebk/teachtip/assess-2.htmhtm

http://www.ntlf.com/html/lib/bib/assess.htmhttp://www.ntlf.com/html/lib/bib/assess.htm

http://www.schreyerinstitute.psu.edu/Resohttp://www.schreyerinstitute.psu.edu/Resources/class_assessment.aspurces/class_assessment.asp

http://http://www.flaguide.orgwww.flaguide.org//

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Background Knowledge Background Knowledge ProbeProbe

Classroom AssessmentClassroom Assessmenta)a)Have never heard of thisHave never heard of thisb)b)Have heard of it, but don’t really know what it meansHave heard of it, but don’t really know what it meansc)c)Have some idea what this means, but not too clearHave some idea what this means, but not too cleard)d)Have a clear idea of what this means and can explain itHave a clear idea of what this means and can explain it

Teaching Goals InventoryTeaching Goals Inventorya)a)Have never heard of thisHave never heard of thisb)b)Have heard of it, but don’t really know what it meansHave heard of it, but don’t really know what it meansc)c)Have some idea what this means, but not too clearHave some idea what this means, but not too cleard)d)Have a clear idea of what this means and can explain itHave a clear idea of what this means and can explain it

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Focused ListingFocused Listing Purpose:Purpose: This tool helps determine what This tool helps determine what

learners recall about a specific topic, including learners recall about a specific topic, including the concepts they associate with the central the concepts they associate with the central point. Working in pairs can help students point. Working in pairs can help students build their knowledge base and clarify their build their knowledge base and clarify their understanding. This technique can be used understanding. This technique can be used before, during, or after a lesson.before, during, or after a lesson.

Steps: Steps: Ask students to write the key word at Ask students to write the key word at the top of a page and within a set time limit the top of a page and within a set time limit (usually 2-3 minutes) to jot down related (usually 2-3 minutes) to jot down related terms important to understanding that topic.terms important to understanding that topic.

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Focused ListingFocused ListingOn the lines below, please list 5-7 words or On the lines below, please list 5-7 words or short phrases that describe/define what the short phrases that describe/define what the phrase “Classroom Assessment” means to phrase “Classroom Assessment” means to you.you.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Assessment of Focused Assessment of Focused ListingListing

Compare students' lists with a master one Compare students' lists with a master one you have generated, looking at both the you have generated, looking at both the quantity and quality of their responses. quantity and quality of their responses.

Categorize responses into "related" or Categorize responses into "related" or "unrelated" or "appropriate" or "unrelated" or "appropriate" or "inappropriate" stacks. "inappropriate" stacks.

Consider compiling a master list and Consider compiling a master list and having students then sort them by having students then sort them by categories.categories.

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Focused ListingFocused ListingA Sample ResponseA Sample Response

Classroom AssessmentClassroom Assessment is is Learner-centeredLearner-centered Teacher-directedTeacher-directed FormativeFormative Context-specificContext-specific Usually ungraded and anonymousUsually ungraded and anonymous Simple and quick to doSimple and quick to do Rooted in good practiceRooted in good practice

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Memory MatrixMemory Matrix

See handoutSee handout

2020

Minute PaperMinute Paper

Please answer each question in 1-2 sentences.Please answer each question in 1-2 sentences.

1.1. What was the most useful or meaningful What was the most useful or meaningful thing you learned during this session?thing you learned during this session?

2. What question(s) remain upper-most in 2. What question(s) remain upper-most in your mind as we end this session?your mind as we end this session?

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The Muddiest PointThe Muddiest Point

What was the muddiest point in this What was the muddiest point in this session? session?

(In other words, what was least clear to you?)(In other words, what was least clear to you?)

2222

Defining Features MatrixDefining Features Matrix

See handoutSee handout

2323

Pro & Con GridPro & Con GridDirections: Considering everything you know Directions: Considering everything you know about CA at this point, what do you see as the about CA at this point, what do you see as the most important pros/cons, or costs/benefits of most important pros/cons, or costs/benefits of using this approach. List at least 3 important using this approach. List at least 3 important cons(costs) and at 3 pros(benefits) below.cons(costs) and at 3 pros(benefits) below.

Cons/Costs of Using CACons/Costs of Using CA

Pros/Benefits of Using CAPros/Benefits of Using CA

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Pro and Con Grid (CAT 10)Pro and Con Grid (CAT 10)

Please list the advantages and disadvantages Please list the advantages and disadvantages of using CATs in your instruction.of using CATs in your instruction.

Advantages of CATS Disadvantages of CATS

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One Sentence SummaryOne Sentence SummaryDirections:Directions: To create a one-sentence summary, 1 To create a one-sentence summary, 1stst

answer all of the questions below in relation to your answer all of the questions below in relation to your topic. Then weave your separate answers into 1 (or topic. Then weave your separate answers into 1 (or 2) summary sentences.2) summary sentences.

Topic: ___________________________Topic: ___________________________

Who?Who?Does/Did/Will Do What?Does/Did/Will Do What?To/For Whom/What?To/For Whom/What?How?How?When? Where?When? Where?Why?Why?

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Approximate AnalogiesApproximate Analogies

Directions: Note the relationship between 2 Directions: Note the relationship between 2 underlined terms below. Fill in the blanks that underlined terms below. Fill in the blanks that follow to create an (approximate) analogy to the follow to create an (approximate) analogy to the terms Teaching and Learning.terms Teaching and Learning.

TeachingTeaching is to is to LearningLearning (approximately) as …._____________ is (approximately) as …._____________ is to _____________.to _____________.

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Directed ParaphrasingDirected Paraphrasing

Directions: In no more than 1-2 concise sentences, Directions: In no more than 1-2 concise sentences, define what learning is. Write a definition that define what learning is. Write a definition that will make sense to your colleagues. But try, at the will make sense to your colleagues. But try, at the same time, to go beyond the (ho-hum) obvious same time, to go beyond the (ho-hum) obvious and give them something to think about.and give them something to think about.

Learning is. . . Learning is. . . ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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(2) Application Cards(2) Application Cards Students give one or more real-world Students give one or more real-world

applications for an important principle, applications for an important principle, generalization, theory, or procedure.generalization, theory, or procedure.

Examples:Examples: (Business) Stephen Covey recommends “Win-win performance (Business) Stephen Covey recommends “Win-win performance

agreements”: give two specific applications, one related to agreements”: give two specific applications, one related to current news and one related to your own life.current news and one related to your own life.

(Law) Give a concrete example of the concept “due process.”(Law) Give a concrete example of the concept “due process.”

The responses can be sorted as The responses can be sorted as “unacceptable,” “marginal,” “adequate,” “unacceptable,” “marginal,” “adequate,” or “excellent.”or “excellent.”

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Applications CardApplications Card

Interesting Ideas/Interesting Ideas/Techniques from this Techniques from this SessionSession

Some Possible Some Possible Applications of those Applications of those Ideas/Techniques to Ideas/Techniques to My WorkMy Work

Directions: Please take a moment to recall the ideas, techniques, and strategies we’ve discussed—and those you’ve thought up—to this point in the session. Quickly list as many possible applications as you can. Don’t censor yourself! These are merely possibilities. You can always evaluate the desirability and/or feasibility of these application ideas later.

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Group Informal Group Informal Feedback on Teaching (GIFT)Feedback on Teaching (GIFT)

Directions: Please write brief, honest—and legible—Directions: Please write brief, honest—and legible—answers to the questions below. (No names please.)answers to the questions below. (No names please.)

1. What are the 1 or 2 specific things your 1. What are the 1 or 2 specific things your instructor does that help you learn in this instructor does that help you learn in this course?course?

2. What are the 1 or 2 specific things your 2. What are the 1 or 2 specific things your instructor does that hinder or interfere with instructor does that hinder or interfere with your learning?your learning?

3. Please give your instructor 1 or 2 specific, 3. Please give your instructor 1 or 2 specific, practical suggestions on ways to help you practical suggestions on ways to help you improve your learning in this course.improve your learning in this course.