Combining Classroom Action Research and Classroom Assessment Techniques

Outline

Define Classroom Action Research (CAR)

Develop some ideas for CARs Define Classroom Assessment

Techniques (CAT) Examples How can we put the CAT in the CAR

Personal

Reflection

Empirical

ResearchCAR

What is Classroom Action Research?

“Any systematic inquiry conducted by teacher researchers ... to gather information about how their particular schools operate, how they teach, and how well their students learn.” (Mills, 2003)

Action Research

Helps develop the professional disposition of teachers

An opportunity to model for students how knowledge is created

Incorporates a reflective stance into a teacher’s daily routine

Hopkins (1986) Teacher’s primary role is to teach Method of data collection should

not be too demanding Methodology reliable enough to

formulate hypothesis confidently Teacher committed to the problem

studied Follow ethical procedures

4 Step Process (Mills)

Identify an area of focus Collect data Analyze and interpret data

Develop an action plan

7 Step Process (Mettetal) Ask a Question or Identify a problem Review the literature Plan a research strategy Gather data Make sense of data Make decisions about teaching

strategies Share findings

What questions will we ask?

CATs

Classroom Assessment Techniques

“1”Background Knowledge

Probe

May require short answers or be multiple choice

Provides a preview of what is to come

Can be used pre and post Helps determine baseline

knowledge level Memory skills, study skills & habits

“The primary purpose of assessment is to provide feedback to students and teacher so that learning can be facilitated”

McKeachie (2002)

Half-Minute paper “2”

Students take a minute to write down a question or an important point

Share with the student next to them

Then you ask for oral questions

Your Question

What are the characteristics of good classroom assessment?

Characteristics of Classroom Assessment

Learner centered Teacher directed Mutually beneficial Formative Context specific Ongoing Rooted in good teaching practice

One-sentence summary

Who does what to whom, when, where, how, and why?

In a grammatical 1 sentence summary

Analytic Memo(for Higher Order Thinking Skills)

1 to 2 page analysis of a specific problem

Uses analytic and writing skills Can be used as a first draft of a

graded assignment Time consuming

Student Generated Test Questions(Discipline Specific Knowledge and Skills)

What do students think is most important

Evaluate methods and materials Learn terms and facts

Invented Dialogues(Liberal Arts and Academic Values)

Helps students synthesize their knowledge of issues

2 levels Use actual quotes Invent reasonable quotes

Group-Work Evaluations(Work and Career Preparation)

Detects group problems early Helps students with management

and leadership skills, working with others, ability to work productively

Emphasis on process

Punctuated Lecture(Personal Development)

Stop in mid-lecture Have students reflect on their

learning and listening behaviors Students take a minute to write

down their reflection anonymously Follow up with a mini-lecture on

metacognition

Direct paraphrasing

Helps with ones ability to translate highly specialized information into language clients will understand

Application Cards

On an index card list 1 real-world application for what we have learned

Muddiest point #3(for Basic Academic Skills)

Give students several minutes at the end of class to write about the

muddiest point of the day

Resources

Cross, P., Angelo T (1993).Classroom Assessment Techniques: A handbook for college faculty, San Francisco: Jossey-Bass

McKeachie, W. (2002). McKeachie’s Teaching Tips: Strategies, research, and theory for college and university teachers