Using Classroom Assessment Techniques

PLAN Workshop 9/25/12

Michelle Rodems, Ph.D.

USING CLASSROOM ASSESSMENT TECHNIQUES

FOR FORMATIVE ASSESSMENT AND ACTIVE LEARNING

Provide/deliver instruction, transfer knowledgeImprove the quality of instructionCriteria: inputs, resources, curriculum

development, enrollment, quality of instructionStructures: time constant, learning varies; one-

teacher, one-classroom; covering materials; end-of-course assessment

Learning: “out there”; cumulative and linear; teacher-centered and controlled; environment competitive and individualistic; talent and ability rare

Roles: Faculty are lecturers, faculty and students in isolation

TRADITIONAL METHODS OF INSTRUCTION

CAT: PROS & CONS

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CATS

Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they

are learning it.

CLASSROOM ASSESSMENT TECHNIQUES

CATS

Learner-CenteredTeacher-DirectedMutually BeneficialFormativeContext-SpecificOngoingRooted in Good Teaching Practice

CHARACTERISTICS

ASSESSMENT

Summative“Assessment of

Learning”Occurs after

instructionMeasure level of

success or proficiency achieved

Generally results in grade

Formative“Assessment for

Learning”Occurs during

instructionGathers feedback

to guide improvement

Generally low-stakes

CAT: ONE-SENTENCE SUMMARY

“HOW TO”

PlanningStart small

ImplementingPrepare studentsBe clearRead

Responding“Close the feedback loop”Talk to students, inform them of adjustments

3 STEP PROCESS

Step 2: Focus on an assessable

goal or question

Step 3: Plan a classroom

assessment project focused on that goal or

question

Step 4: Teaching the target lesson

related to that goal or

question

Step 5: Assess student learning: collect

feedback dataStep 6: Analyze student

feedback

Step 7: Interpret the results and formulate an appropriate responds to

improve learning

Step 8: Communicate results;

try out response

Step 9: Evaluate this

project’s effect(s) on

teaching and learning

Step 1: Choose the focus class

CLASSROOM ASSESSMENT PROJECT CYCLE

Planning

Respondin

g

Impl

emen

ting

TEACHING GOALS INVENTORY

BLOOM’S TAXONOMY

5-10 MinutesSelect one CAT from list of examplesApply to courseWork through project cycle

5-10 MinutesShare with group

CAT: NOTE-CARD NEXT STEPS

CHECKLIST

Faculty adapt Classroom Assessment Techniques in creative ways

Classroom Assessment feedback challenges teachers’ assumptions

Teachers respond to feedback in various waysClassroom Assessment increases active involvement

in learningClassroom Assessment promotes metacognitive

developmentClassroom Assessment increased cooperation and a

sense of the classroom as a “learning community”Classroom Assessment increases student satisfactionClassroom Assessment may improve course

completion ratesDoes it increase student learning?

LESSONS LEARNED

What is still confusing?Where do you still need more information?

Take one minute and respond to this question. Share with the group.

CAT: MUDDIEST POINT

Start with assessable goals.Focus on alterable variables.Build in success.Start small.Get students actively involved.Set limits on the time and effort you will invest.Be flexible and willing to change.Work with other teachers who share your

interests.Remember that students must first learn to give

useful feedback – and then must practice doing so.

Enjoy experimentation and risk-taking, not just success.

KEEP IN MIND . . .

Picture Creditshttp://

www.proconlists.com/list/humor/making-pro-con-lists/1494

http://extollereblog.tumblr.com/ http://www.our40th.com/get-in-touch/ http://

meandmylaptop.weebly.com/2/post/2011/4/blooms-taxonomy.html

Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.