Classroom

Assessment Techniques

Classroom

Assessment Techniques

March 1, 2007 - Jeanne Vilberg

OverviewOverview

Introduction to Assessment What-When-Why-Where-How

Classroom Assessment Techniques C.A.T. Examples Exploring the C.A.T.

Role of Technology in Assessment

Introduction to Assessment What-When-Why-Where-How

Classroom Assessment Techniques C.A.T. Examples Exploring the C.A.T.

Role of Technology in Assessment

What is it?What is it?

Way to assess student learning What are students learning?

Way to provide feedback Am I meeting my teaching goals?

(instructor) How am I doing? (student)

Way to assess student learning What are students learning?

Way to provide feedback Am I meeting my teaching goals?

(instructor) How am I doing? (student)

When to do itWhen to do it

Throughout the semester Formative assessments

At the end of the semester Summative assessments

Throughout the semester Formative assessments

At the end of the semester Summative assessments

Why do it?Why do it?

Measure students’ understanding To make corrections in

instructional strategies

Measure students’ understanding To make corrections in

instructional strategies

Where to do itWhere to do it

Inside the classroom Outside the classroom

Inside the classroom Outside the classroom

How to do itHow to do it

Formative Assessments Summative Assessments

Formative Assessments Summative Assessments

Using the C.A.T.Using the C.A.T. Classroom Assessment Techniques

Field-tested Learning Assessment Guide (FLAG) Web site developed by a team from the

U.W. Madison for STEM, based on Angelo and Cross’ (1993) C.A.T.

http://www.flaguide.org/

Classroom Assessment Techniques Field-tested Learning Assessment

Guide (FLAG) Web site developed by a team from the

U.W. Madison for STEM, based on Angelo and Cross’ (1993) C.A.T.

http://www.flaguide.org/

Bloom’s TaxonomyBloom’s Taxonomy Classification system of cognitive domain

(Bloom, 1956) Cognitive abilities measured from simple

to complex Knowledge (recall) Comprehension (understanding) Application (demonstration) Analysis (organization of parts) Synthesis (draw conclusions) Evaluation (assess, judge)

Classification system of cognitive domain (Bloom, 1956)

Cognitive abilities measured from simple to complex Knowledge (recall) Comprehension (understanding) Application (demonstration) Analysis (organization of parts) Synthesis (draw conclusions) Evaluation (assess, judge)

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

Bloom’s TaxonomyBloom’s Taxonomy Knowledge

List the five categories of Bloom’s Taxonomy. Comprehension

Compare the levels in the Taxonomy. Application

Create an activity for each level of Bloom’s Taxonomy. Analysis

Classify the five levels of the Taxonomy from lowest to highest. Synthesis

If you were teaching how to use the Taxonomy, what concepts would be important for understanding?

Evaluation Assess Bloom’s Taxonomy as a useful tool in understanding

cognitive ability.

Knowledge List the five categories of Bloom’s Taxonomy.

Comprehension Compare the levels in the Taxonomy.

Application Create an activity for each level of Bloom’s Taxonomy.

Analysis Classify the five levels of the Taxonomy from lowest to highest.

Synthesis If you were teaching how to use the Taxonomy, what concepts

would be important for understanding? Evaluation

Assess Bloom’s Taxonomy as a useful tool in understanding cognitive ability.

C.A.T. ExamplesC.A.T. Examples

Attitude Survey ConcepTests Concept Mapping Conceptual Diagnostic Tests Interviews Mathematical Thinking Minute Paper

Attitude Survey ConcepTests Concept Mapping Conceptual Diagnostic Tests Interviews Mathematical Thinking Minute Paper

http://www.flaguide.org/cat/cat.php

C.A.T. ExamplesC.A.T. Examples

Multiple Choice Test Performance Assessment Portfolios Scoring Rubrics SALG Weekly Reports

Multiple Choice Test Performance Assessment Portfolios Scoring Rubrics SALG Weekly Reports

http://www.flaguide.org/cat/cat.php

Exploring the C.A.T.sExploring the C.A.T.s

In Groups Take 15 minutes to review one or two

techniques. Be prepared to share your thoughts

on how the technique could be used in your course(s).

http://www.flaguide.org/cat/cat.php

In Groups Take 15 minutes to review one or two

techniques. Be prepared to share your thoughts

on how the technique could be used in your course(s).

http://www.flaguide.org/cat/cat.php

Matching Goals to C.A.T.sMatching Goals to C.A.T.s

Reflect and identify course goals in the list most like your own (5 or 6).

Click on the check boxes next to your goals, and then click on the "Submit" button.

A chart of the goals and corresponding CAT(s) will be created.

Reflect and identify course goals in the list most like your own (5 or 6).

Click on the check boxes next to your goals, and then click on the "Submit" button.

A chart of the goals and corresponding CAT(s) will be created.

http://www.flaguide.org/goals/goaltab.php

Role of TechnologyRole of Technology

Blackboard CMS Portfolios Discussions Journals

Learning Objects Merlot

Tools

Blackboard CMS Portfolios Discussions Journals

Learning Objects Merlot

Tools

Grant Wiggins

Before You GoBefore You Go

Minute Paper What was the most valuable thing

you learned today?

Minute Paper What was the most valuable thing

you learned today?

“As you enter a classroom ask yourself this question: If there were no students in the room, could I do what I am planning to do? If your answer to the question is yes, don’t do it.”

--Gen. Ruben Cuberok, Dean of the Faculty, United States Air Force Academy