Classroom Assessment Techniques for Early Alert of Students At Risk
Carleen Vande Zande, Ph.D.Academic Leaders Workshop
Assessment for Early Alert
"Assessing for learning is a process of inquiry into what and how well students
learn.” Peggy Maki
Types of Assessments
FormativePurpose-
ongoingUses-feedbackBenefits-
correct misconceptions
SummativePurpose-
finalUses-final
outcomeBenefits-
summarize learning
Classroom Assessment Techniques as Formative
What are they?Formative in natureSpeedyFlexibleLearning activities for students
What can CATs measure?
Course-related knowledge and skills
Student attitudes, values and self-awareness
Reactions to instruction methods
How can CATs influence teaching and learning?
Provide frequent feedback Provide useful information about what
students have learned or misunderstood Address misconceptions in a timely way Assist student to self-assess Immediate feedback when it is still
possible to make mid-course corrections Lower investment of time to gain useful
information about student learning
1. One-Minute Paper
During last few minutes of class, ask students to do a quick-write
“The most important thing I learned today and/or what I understood least.”
Instructor reviews before next class and can clarify, correct, or elaborate in beginning of next class.
2. Focused Listing
A brainstorming technique where you ask students to generate words or phrases that describe a concept
Can be used for discussion, review, assessment of prior knowledge.
3. Pro/Con Grid
Quick Analysis of pros/cons, advantages/disadvantages of a concept or issue. Forces students to see many sides of a concept/issue.
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Pro and Con Grid
Please list the advantages and disadvantages of using CATs in your instruction.
Advantages of CATS Disadvantages of CATS
4. Analytic Memo
Students write a 1-2 page analysis of a specific problem or issue for a specific audience.
Students need to analyze and can then make decisions or solve problems.
5. Concept Maps
Students draw a map connecting the major topic with features, ideas and concepts they have learned.
Basis for review, discussion, overview of topic. Good check for understanding.
6. Podcasting Problem Solving
Create a podcast of students solving a problem or talking through a process. Ask them to review for self-evaluation or you can review for thinking errors.
7. Problem Recognition
Present students with scenarios and ask them to identify the issue/problem.
Students identify what principle, theory, technique is used to solve the problem.
8. Direct Paraphrasing
Ask students to relate what they have just learned geared to a specific audience.
Assesses student ability to comprehend and transfer concepts.
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Directed Paraphrasing
Directions: In no more than 1-2 concise sentences, define what learning is. Write a definition that will make sense to your colleagues. But try, at the same time, to go beyond the (ho-hum) obvious and give them something to think about.
Learning is. . . ________________________________________________________________________________________________________________________________________________________
9. One-sentence summary
Students summarize knowledge of a topic by constructing a single sentence.
This requires students to select only the defining features of an idea.
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One Sentence Summary
Directions: To create a one-sentence summary, 1st answer all of the questions below in relation to your topic. Then weave your separate answers into 1 (or 2) summary sentences.
Topic: ___________________________
Who?Does/Did/Will Do What?To/For Whom/What?How?When? Where?Why?
10. Application Cards
After teaching a theory or procedure ask students to write down at least one application for what they have just learned.
Shows if students can transfer information or if they understand the concept.
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Applications Card
Interesting Ideas/Techniques from this Session
Some Possible Applications of those Ideas/Techniques to My Work
Directions: Please take a moment to recall the ideas, techniques, and strategies we’ve discussed—and those you’ve thought up—to this point in the session. Quickly list as many possible applications as you can. Don’t censor yourself! These are merely possibilities. You can always evaluate the desirability and/or feasibility of these application ideas later.
11. Documented Problems
Ask students to solve a problem and document the steps they took to do that work.
This will highlight thinking steps, misconceptions.
12. Application Article
During last 15 minutes of class, ask students to write about how a major point applies to a real-world situation or how the point applies to their major.
Share examples in next class to illustrate range of applications, depth of understanding, creativity.
Follow-up Questions
Which have the most potential for your course?
Should they be graded? All ? Some?
Keep it simpleLet students know what you are
doing
Recommendations for Use of CATs
Collect, sort and analyze the data looking for patterns
What did you observe?What is your next step?Share observations with
studentsBegin slowly…don’t force fit
activity