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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
Classroom Assessment Technique Outline
• Introduction• Link with Cognitive learning theory• Characteristics of Classroom
Assessment• Teaching Goals Inventory
The primary purpose of The primary purpose of assessment is to assessment is to
provide feedback to provide feedback to students and teacher so students and teacher so
that learning can be that learning can be facilitatedfacilitated
The primary purpose of The primary purpose of assessment is to assessment is to
provide feedback to provide feedback to students and teacher so students and teacher so
that learning can be that learning can be facilitatedfacilitated
McKeachie (2002)McKeachie (2002)
Cognitive Learning Theory
• What is going on in the mind of the learner
• 3 Key processes– Attention– Encoding (deep processing)– Metacognition
Cognitive Learning Theory
• CATs can– Improve student monitoring of their
comprehension– Establish patterns of thinking
Let’s do another Let’s do another assessmentassessment
Let’s do another Let’s do another assessmentassessment
Half-Minute paper
• 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
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
Teaching Goals Inventory
• Higher Order Thinking Skills• Basic Academic Success Skills• Discipline Specific Knowledge & Skills• Liberal Arts and Academic Values• Work and Career Preparation• Personal Development• www.uiowa.edu/~centeach/tgi/
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
Muddiest point (for Basic Academic
Skills)
• Give students several minutes at the end of class to write about the
muddiest point of the day
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
Resources• CATs: A student’s gateway to
better learning by Mimi Steadman and Marilla Svinicki
• Cross, P., Angelo T (1993).Classroom Assessment Techniques: A handbook for college faculty, San Francisco: Jossey-Bass