Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf ·...
Transcript of Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf ·...
Classroom Assessment Techniques
(CATs)
Kay Schneider
Director of Assessment
Learning Outcomes
for Today’s Session
Participants will:
1. Identify classroom assessment techniques that
faculty could use in one of their courses.
2. Identify best practices related to the
implementation of CATs.
Select all that apply:
• I am not yet familiar with the concept of CATs.
• I have not implemented CATs in any of my
course(s).
• I have occasionally implemented CATs in my
course(s).
• I regularly implement CATs in my course(s).
• Assessment is a four-letter word. I’m only here
for the food.
Definition of Assessment
“A process that asks important questions about
student learning, gathers some meaningful
information on these questions, and uses the
information for academic improvement.”
Source: Palomba, C. & Banta, T. (1999). Assessment Essentials: Planning, Implementing,
and Improving. San Francisco: Jossey-Bass.
Overview
CATs provide faculty and students with feedback about
students’ learning in order to support achievement of
the course outcomes.
• Quick
• Informal
• Typically ungraded
• Conducted in class or online
Background Knowledge Probe
Purpose
• Become aware of the diversity of backgrounds, experiences, or levels of expertise in your classroom.
• Create a bridge between students’ previous knowledge and new material.
• Check for misconceptions that may hinder student learning of new material.
Adapted from: http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/what-do-students-already-know.html
Background Knowledge Probe
1. Provide your responses to the following multiple
choice questions…
2. Rate to what extent you aware of the purpose of
calculating a Z-score.
3. Write 1-3 sentences to describe how to calculate a
Z-score.
• Provide feedback about students’ progress (preempt
misconceptions and poor performance on tests,
quizzes, projects, etc.)
• Give insight into day-to-day teaching methods and
student learning processes.
• Obtain just-in-time feedback about the teaching and
learning process.
• Provide students with a means of gauging their own
learning so they can modify study strategies as
appropriate.
• Provide students with low-stakes (non-graded)
opportunities to demonstrate proficiency.
• Applicable to classes of all sizes, since the activities
are not graded.
CATs Assess….
• Content knowledge and skills
• Analysis and critical thinking skills
• Synthesis and creative thinking skills
• Problem solving skills
• Application and performance skills
• Awareness of attitudes and values
• Self awareness as learners
• Reactions to class activities, assignments, etc.
Defining Features Matrix
Purpose
• Assess students’ categorization skills.
• Assess students’ abilities to distinguish between
similar concepts.
• Supports learners’ ability to identify critical distinctions
between concepts.
Defining Features Matrix
Metamorphic Rocks
Source: http://www.uakron.edu/dotAsset/2292489.pdf
Rocks formed by . . .
Characteristic
contact
metamorphism
regional
metamorphism
Formed at temperatures above 200 C √ √
May originally have been an igneous rock √ √
Form as a result of increasing pressures √
May surround plutonic igneous rocks √
Slate is an example √
Form as a result of melting
Defining Features Matrix
Common
Core
Curriculum
Curriculum in
the major
field of study
Introduces basic scientific
procedures, principles,
concepts, laws, and theories
relevant to all applied
sciences.
Calculus I-III
Field session
Studio format
Directed Paraphrasing
Purpose
• Assess students’ ability to translate specialized
and/or scientific information into non-technical
language.
• Assess students’ ability to internalize their own
learning.
• Assess students’ writing and/or speaking skills.
Implementation
• Can be done in written or oral form.
• Can require instructor critique or students can
critique each other in small groups.
Directed Paraphrasing
• Develop 1-3 sentences to explain how tectonics
influence sea-level history and sedimentation patterns
to an audience of business owners who are not likely
to be scientists or engineers.
• Describe the concept of subduction zones for a group
of 5th-grade students who are familiar with volcanoes
but have not yet learned about subduction zones.
Think - Pair - Share
• Brainstorm some strategies for implementing one of
the following:
o Background Knowledge Probe
o Defining Features Matrix
o Directed Paraphrasing
• Discuss with a neighbor.
• Share with the group.
Minute Paper
Purpose
• Determine if students can identify main points of
a class session.
• Support students’ skill development in
distinguishing main points from details.
• Support students’ skill development in
evaluation and recall.
Minute Paper
• What is the main (or most useful, meaningful,
surprising) concept you have learned during this
session?
• What is the main take away from today’s class?
Muddiest Point
Purpose
• Obtain feedback regarding which topics are
confusing to students.
• Enable faculty to modify assignments, in-class
activities, etc. to address confusing topics.
• Determine range of students’ confusion: is there
one concept that is confusing to many students or
a variety of concepts that are confusing to a small
number of students?
Muddiest Point
Implementation
• Can be implemented at the end of a single class
session.
• Can be implemented at the beginning of class,
related to a homework assignment that was done
outside of class.
• Students or the faculty can provide clarity
regarding the topic(s) of confusion.
Muddiest Point
This CAT can be particularly useful for Mines
students:
• Who may not have experience asking
questions about areas of uncertainty.
• Who may be uncomfortable admitting they do
not understand something.
Memory Matrix
Purpose
• Assess recall of course content.
• Assess ability to quickly organize the information.
Memory Matrix
Source: Classroom Assessment Techniques: A Handbook for College Teachers
Structure Functions Enzymes
Mouth
Esophagus
Stomach
Pancreas
Liver
Concept Map
Purpose
• Students synthesize information to display their
connections between related concepts.
• Determine congruence between students’ and
faculty members’ visual representations of related
concepts.
Think - Pair - Share
• Brainstorm some strategies for implementing one of the
following:
o Minute Paper
o Muddiest Point
o Memory Matrix
o Concept Map
• Discuss with a neighbor.
• Share with the group.
Best Practices
Use CATs to determine:
• How many students have achieved the learning
outcome?
• Which students have achieved the learning outcome?
• What do successful students do that other students do
not?
o Consider how you can encourage all students to
adopt best practices.
o Consider how you might restructure the course
activities, assignments, etc. to include the best
practices from successful students.
Best Practices
• Align the CAT with the learning outcome(s).
• Rehearse and/or plan the CAT before class.
o To determine how much time to allow.
o To modify it to your specific class.
• Describe purpose of the CAT to students.
Feedback Action
Best Practices
• Share results of CATs with students: recognize
successful learning strategies and provide
suggestions for improvement.
o “Most of you demonstrated proficiency related to x and y.
Keep doing what you are doing (keeping up with
homework, studying with peers, etc.) to continue this.”
o “Some students need to invest more time in practicing how
to do a and b. Please come to see me during office hours,
utilize the Writing Center, review your notes from the
previous class session prior to coming to class, etc.”
Best Practices
• Administer simple CATs before administering more
complex CATs.
• Select CATs that align with the time you have
available
o in class for administration
o out of class for review
Best Practices
• Emphasize to students that CATs support learning
and success in the course (feedback translates to
strong performance on assignments and exams and
most importantly, achievement of learning
outcomes.)
Best Practices
• Modify CATs to meet your specific course, the
learning outcomes, students’ needs, time
available, etc.
• Use CATs as an opportunity for students to work
in groups.
• Compare each group members’ memory
matrix.
• Have students discuss and resolve muddiest
point(s).
• Etc.
New Resources at ALL
Thank you to Lisa Dunn!
This Session Contributed to
Your Achievement
of the Learning Outcomes
Agree Neutral Disagree
Outcome 1: Identify classroom
assessment techniques that faculty
could use in one of their courses. 3 2 1
Outcome 2: Identify best practices
related to the implementation of
CATs. 3 2 1
Contact Information
Kay Schneider
Director of Assessment
http://inside.mines.edu/assessment