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Unfortunate surprise...

• Were you ever surprised to realize thatstudents hadn’t learned what youthought you taught them?

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CATsBecause teaching without learning is just talking.

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CAT:Misconception/Preconception Check

• True or False?

• Formative assessment is more important to learning

than summative assessment.

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SpiderCA TsOn-Line Classroom Assessment Techniques

Follow this link to an on-line TGI

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CAT: KWL

What do you Know?

What do you Want to know?

(What did you Learn? -after)

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CATs have2 main goals...

1. increase learning

2. check if you have increased learning

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Today we will…

Talk about CATs in general

Share a few CATs

Try a few CATs

Suggest on-line tools for CATs

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7 attributes of CATs1. Learner-Centered

2. Teacher-Directed

3. Mutually Benecial

4. Formative

5. Context-Specic

6. Ongoing

7. Rooted in Good Teaching

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Two Terms...

formative assessment

feedback

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Example of a

Minute Paper

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CAT: Minute paper

Write down on your handout asentence or two giving yourthoughts on the followingquestion.

What is formative assessment?

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Beehive

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Spokesperson from each

group shares ideas about

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Assessment

we changed our teaching, but kept the old exams

good evaluation = good instruction

assess the changes (in students) we hope to cause

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CAT s = Activities that Promote Learning =

Effective Formative Assessments

we collect lots of information about student learning

often too late from a learning standpoint

place CATs in the beginning or middle of learning

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Classroom Assessmentimproves learning by improving teaching

makes goals and objectives explicit then checkshow everyone is doing

provides frequent, appropriate, specic feedback and self assessment

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Feedback is about more than grade justication ;it is about improving learning.

Research indicates that students may not even

read the input we give them, and when they do -they may not know what to do with it!

The traditional view of feedback as correctingerrors is not enough for post-secondary learning.

Students need to understand the gap betweentheir work and desired standards, as well as howto bridge that gap .

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“Essays take about 12 hours to write,

and around 30 minutes to mark.Feedback is usually read in around two minutes.

This is an unequal conversation.” Juwah 2004, p. 28

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Good Feedback...is really about the next assignment!Feedback should be straightforward advice about whatstudents can do to perform better next time.

CATs can highlight danger areas that need to beimproved before the summative assessments.

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CATs also help teachersimprovelearning activities...

An Example: CAT of an on-line portfolio

The ve blue slides that follow explain a learning activitythen show a CAT that was used to gather studentfeedback on the activity.

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Writing Portfolio

The Learning Activity demanded Peer Feedback

in an on-line forum.

A follow-up Cat gavethe teacher feedback

on the students’

perceptions of thelearning activity.

This example will show you a

learning activity and the CATused to assess it.

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The forum looked like this...

An essay

Instructions

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Examples of the peer feedback

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Student commentsfrom a CAT

I wasn’t sure about this activity at first, but after reading

the comments, I find it helpful .I think that it will be helpful to write better essays and itgives ideas for the next time .

Well, I find that it’s nice to hear things about my essays, but I had no writing suggestions on how to make them better.

Question: Did you like getting feedback from your peers? Affective Domain

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CAT question:How is peer feedback useful?

see types others do, get hints to improve, tips to edit ours

gave me ideas and reminders as to what techniques I may be missing

reading some of the essays was interesting to get to know the personliked reading others who are at the same level as me; now I know that Iam not that bad of a writer

lets us compare our work with other people’s and see if we are on the

right track let me know how I was doing, I got more ideas on how to write

is very long to do, but I think that it is helpful for everybody, becauseeveryone gives you feedback and each one is different from the other

I shared these in class

Metacognition

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Examples of CATs we used in

our classes…

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CAT:Affective Response

Do you enjoy the chance the CATs give you to reecton what we are talking about?

This kind of CAT

encouragesemotional

growth.

Get studentsthinking about

motivation.

W e h e l p s t u d e n t s g r o w i n t e l l e c t u a l l y ,

p h y s i c a l l y a n d e m o t i o n a l l y .

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How do you set up a CAT?Start small; try one.

Take ve minutes during class and a half-hour after.

Three Steps...Planning -Pick a date and choose a CAT.

Implementing -Explain the CAT clearly to the students.

Collect and analyze the responses.Responding -Share what you learned with studentsand explain how you will use this information.

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CAT:Directed Paraphrasing

Explain the concept of a CAT for a teacher who has neverheard of Classroom Assessment Tecniques.

Explain to a gradeve student why

they need avaccination.

Tell ahigh school

studentwhat “Humanities”

courses are.

D e s c r i b e s y m p t o m s f o r

a p a t i e n t .

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SpiderCATsUse the internet to gain time and information!

Sites like make launching CATs, collatinginformation, and providing feedback simple.

I use this one!

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More CATsMuddiest Point

Salient PointKWL re visited: last column

:

Background Kno wledge Probe

Word JournalRSQC2

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CATs improve learning.

Look for a few nal SpiderCATs in your inbox.

The group thoughts will follow a few days later.

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CATsBecause teaching without learning is just talking.

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Image links• http://jklmnop.net/spider_cat.gif

• http://www.google.ca/url?source=imgres&ct=img&q=http://4.bp.blogspot.com/_Cfv3-gD2P4k/TSB-F2cI9gI/AAAAAAAACio/OdfspLO8r2c/s1600/goal-objective-setting1.jpg&sa=X&ei=gU8uTc7pDIXQgAeT_u32CA&ved=0CAQQ8wc&usg=AFQjCNG3xjfjZqTmCgH0DwYgd_wjB0_EQw

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• http://t2.gstatic.com/images?q=tbn:ANd9GcTjA1H37rxkZilSzjVhzJLdBfujTHAnm_ihlPybpWI77ODC8-QQ

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• http://www.google.ca/imgres?imgurl=http://eduwithtechn.les.wordpress.com/2007/02/formtosuccsummativeassessment.jpg&imgrefurl=http:// eduwithtechn.wordpress.com/2007/02/22/blacks-formative-assessment-research-how-much-do-you-know-about-your-students/&usg=___v-oLGvF0XtfBIxMVCpXs8uOFFA=&h=257&w=361&sz=54&hl=en&start=0&zoom=1&tbnid=eG6HTIa22w2jmM:&tbnh=160&tbnw=263&prev=/images%3Fq%3Dformativ e%2Bassessment%26um%3D1%26hl%3Den%26client%3Drefox-a%26rls%3Dorg.mozilla:en-US:ofcial%26biw%3D1101%26bih%3D809%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=348&vpy=85&dur=1124&hovh=189&hovw=266&tx=107&ty=113&ei=jlcuTdl8iKrwBterhLUK&oei=jlcuTdl8iKrwBterhLUK&esq=1&page=1&ndsp=17&ved=1t:429,r:1,s:0

• http://www.google.ca/imgres?imgurl=http://www.translex.co.uk/images/Terminology.jpg&imgref url=http://doctorsofphilosophy.blogspot.com/2007/12/world-of-warcraft-terminology.html&usg=__jzP8U_-6DgifaioN8VCgGf1GfwY=&h=425&w=474&sz=41&hl=en&start=0 &zoom=1&tbnid=GeWhHDH5lQwdDM:&tbnh=146&tbnw=160&prev=/images%3Fq%3Dterminology%26um%3D1%26hl%3Den%26client%3Drefox-a%26rls%3Dorg.mozilla:en-US:ofcial%26biw%3D1101%26bih%3D809%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=320&vpy=110&dur=13&hovh=213&hovw=237&tx=116&ty=123&ei=BlouTe mCLMP38AbFh6C8Cg&oei=BlouTemCLMP38AbFh6C8Cg&esq=1&page=1&ndsp=20&ved=1t:429,r:1,s:0

• http://www.google.ca/ url?source=imgres&ct=img&q=http://www.paragon-lead.com/Uploads/Galleries/ImageFiles/Assessment.jpg&sa=X&ei=YmcuTYT1D8b2gAfqpZH2CA&ved=0CAQQ8wc42AE&usg=AFQjCNFphaJg3l12_SDPDaFvY-YG2npz6g

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Mauvaise surprise...

• Avez-vous déjà constaté avec« stupeur » que vos étudiants n’ont pasappris ce que vous leur avez enseigné?

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CATsParce qu’enseigner sans apprentissage ce n’est que

de beaux discours…

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Idée préconçue

• Vrai ou faux?• L’évaluation formative est plus importante

pour l’apprentissage que l’évaluationsommative?

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CATs (TEAs)Classroom Assessment Techniques Techniques d’Évaluation des Apprentissages en

Classe

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CAT: CVA

Que connais-tu?

Que veux-tu savoir?

Qu’as-tu appris?

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CATs2 objectifs principaux...

Augmenter l’apprentissage Apprécier le chemin parcouru et évaluer lechemin qu’il reste à parcourir

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Aujourd’hui nous allons…

Parler des CATs en généralPartager quelques CATs

Essayer quelques CATs

Suggérer quelques outils informatiques en lignepour préparer des CATs

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7 attributs des CATs1.Orientés vers l’apprenant

2.Dirigés par l’enseignant

3.Mutuellement bénéques4.Formatifs

5.Spéciques au contexte

6. En cours…

7.Enracinés dans l’enseignement efcace

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Exemple d’une

mini réflexion

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Cours de microbiologie

Quelle est

votre dénitionde l’immuniténon-spécique?

Nommer 3 troiséléments importants

concernantl’immunitéNon-spécique

Est-ce qu’il y ades concepts que

vous ne comprenezsur l’immunité

non-spécique?

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Cat: Mini réexion

Qu’est-ce que l’évaluation formative?

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La ruche

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Étudiant

Évaluation formative

Évaluation formative

Évaluation formative

Évaluation formative

Évaluation sommativeréussie!

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Évaluation

Nous avons changé notre manière d’enseigner maisnous avons gardé nos vieux examens

Une bonne évaluation = Un enseignement efcace

Évaluer les changements chez les étudiants que noussouhaitons

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CAT s =

Nous accumulons beaucoup d’information sur l’apprentissagedes étudiants

Souvent c’est trop tard du point de vue de l’apprentissage

Placer les CATs au début ou au milieu de l’apprentissage

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Évaluation en classe

Améliore l’apprentissage en améliorant

l’enseignement.S’assure que les buts et les objectifs sont clairs etvérie comment tout le monde va.

Fournit des rétroactions fréquentes, spéciqueset appropriées ainsi que des auto-évaluations.

Rétroaction

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RétroactionC’est beaucoup plus que la justication

des notes que l’on donne;c’est l’amélioration de l’apprentissage.

Les recherches démontrent que les étudiantslisent à peine les commentaires que lesenseignants ajoutent sur leur exposé ou examenet lorsqu’ils le font, ils ne savent pas quoi en faire!

Les étudiants doivent comprendre les lacunes entre leur travail et les normes souhaitées ainsique les moyens pour combler ces lacunes.

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“Essays take about 12 hours to write,

and around 30 minutes to mark.Feedback is usually read in around two minutes.This is an unequal conversation.”

Juwah 2004, p. 28

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Une bonne rétroaction... Vise essentiellement le prochain travail!Doit conseiller l’étudiant sur la façon demieux performer la prochaine fois.

Les CATspermettent de souligner leszones dangereuses avant l’évaluationsommative.

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Les CATs nousaident aussi à

améliorer nosUn exemple: CAT d’un portfolio en ligne

Les prochaines diapositives illustrent une activité d’apprentissage et lecat conçu pour recevoir une rétroaction des étudiants

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Portfolioen écriture

Cette activité d’apprentissage nécessitait l’évaluation par les pairs sous forme d’un

forum en ligne.

Un CAT sur le suivi de cetravail a donné àl’enseignante de

l’information sur laperception des étudiants

face à cette activité.

Cette exemple va vousdémontrer une activi té

d’apprentissage et le CATutilisé pour l’évaluer.

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Exemple du forum...

rédaction

Directives

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Exemples de rétroaction par les pairs

L i d

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Les commentaires desétudiants sur l’utilisation d’un

Vraiment, je n’étais pas certaine que j’aimerais cette activitémais finalement suite à la lecture des commentaires, je les aitrouvés très pertinents….

Je crois que les commentaires peuvent être utiles pour rédigerles prochaines dissertations en plus de nous donner denouvelles idées.

Je trouve que c’est d’une bonne chose d’être évalué sur letravail qu’on fait mais je n’ai pas reçu de suggestions sur lafaçon de m’améliorer.

Q ues t ion: A vez- vo us a p préc ié rece vo ir une ré troac t ion par les

pa irs?

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L ét di t q i f t l

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Les étudiants qui font les

CATS sont actifs. Voici quelques exemples des CATS utilisés en class:

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CAT:Réponse affective

Est-ce que appréciez les moments que nous avons pourrééchir sur les techniques d’évaluation des apprentissages en

classe?

Ce genre deCAT

encourage lacroissanceaffective

Lesétudiants semettent à

rééchir surleurs

émotions

Nous aidons les étudiants àgrandir intellectuellement et

émotionnellement

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Comment organiser un

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Comment organiser un

CAT?Essayer en un petit.Prendre cinq minutes en classe et environ une demi-heure après.

Trois étapes…Planication – retenir une date et organiser le CAT.Implantation- Expliquer clairement aux étudiants le CAT.

Receuillir et analyser les données…Réponse –Partager ce que vous avez appris avec lesétudiants et expliquer comment vous allez utiliser cetteinformation.

Expliquer à un

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Expliquer le concept de CAT à un enseignant qui neconnaît pas les techniques d’évaluation des

Expliquer à unétudiant de

quatrième annéel’importance dela vaccination.

p qétudiant de

secondaire Vqu’est-ce que la

philosophie.

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Suggestions...

Si vous n’aimez pas les CATs, ne les utilisez pas…

N’en faites pas une grande obligation. Attendez-vous à ce que ça prenne un peu plus detemps que ce qui est planié.

La rétroaction est cruciale au succès de cette activité.

SpiderCATs (Les CATs en

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SpiderCATs (Les CATs en

réseau)Utiliser internet pour gagner du temps et recueillirl’information !Des sites comme “Zoomerang” facilitent l’élaborationdes CATs ainsi que la cueillette et l’analyse des

données.

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Les CATs améliorentl’apprentissage

Surveiller pour les trois derniers CATs dans Omnivox!

Les réexions du groupe suivront dans quelques jours…

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CATsParce qu’enseigner sans apprentissage,

ce n’est que de beaux discours…

Li d i

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