1 / 36

Using Classroom Assessment Techniques (Low Threshold Assessments) to Promote Student Learning

Using Classroom Assessment Techniques (Low Threshold Assessments) to Promote Student Learning. Dr. Barbara Millis University of Nevada, Reno Dr. Douglas Eder Southern Illinois University Edwardsville Dr. Ray Purdom University of North Carolina at Greensboro.

aldon
Download Presentation

Using Classroom Assessment Techniques (Low Threshold Assessments) to Promote Student Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using Classroom Assessment Techniques (Low Threshold Assessments) to Promote Student Learning Dr. Barbara Millis University of Nevada, Reno Dr. Douglas Eder Southern Illinois University Edwardsville Dr. Ray Purdom University of North Carolina at Greensboro

  2. How People Learn: Brain, Mind, Experience, and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors Committee on Developments in the Science of Learning Commission on Behavioral and Social Sciences and Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. 1999 http://www.nap.edu/html/howpeople1/notice.html

  3. Three Key Learning Principles Prior Knowledge: Students construct new knowledge based on what they already know (or don’t know); Deep Foundational Knowledge: Students need a deep knowledge base and conceptual frameworks; Metacognition: Students must identify learning goals and monitor their progress toward them.

  4. A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. Learning Principle #3

  5. Teaching/Learning Implications from Key Finding #3 “The teaching of metacognitive skills [“thinking about thinking”] should be integrated into the curriculum in a variety of ways.” —Bransford, Brown, & Cocking, Eds. How People Learn: Brain, Mind, Experience, and School.

  6. Teaching/Learning Implications Metacognitive approaches use strategies such as “teaching and modeling the process of generating alternative approaches, . . . evaluating their merits in helping to attain a goal, and monitoring progress toward that goal.” --Bransford, Brown, & Cocking, Eds. How People Learn: Brain, Mind, Experience, and School.

  7. LTAs for Learning Principle #3 • Review: Low-threshold Classroom Assessment Techniques covered in previous Webcasts: • Background Knowledge Probe; Focused Listing; Applications Card; Directed Paraphrasing; Key Principle & Restating; Think-(Write)-Pair-Share; Send A Problem; Structured Problem Solving • Low-Threshold Classroom Assessment Techniques focused on Metacognition: • Classroom Opinion Polls • Paired Problem-Solving • Study Time Logs • Start-Stop-Continue • Minute Paper • Knowledge Surveys • Quiz Prediction

  8. Classroom Opinion Pollson Course-related Issues Can be a posed as a Likert scale, multiple choice, short answer, etc. Quick Poll: • How many believe that classroom assessment techniques can improve student learning? • How many have learned something useful during this workshop?

  9. Paired Problem Solving • Have students pair. • A student takes a difficult problem and writes out the proposed solution or outlines the pros and cons, going into his/her thought process (the WHY of the solution). • The second student does the same with a second problem.

  10. Study Time Logs

  11. Placing Classroom Assessment (LTAs) in the Broader Context of Overall Course Improvement

  12. Stop-Start-Continue

  13. Minute Paper • What was the most important thing you learned during this session? • What important question remains unanswered?

  14. Minute Paper for Papers Before students hand in their papers, they answer questions or complete sentences such as the following: • I’m most satisfied with, I’m least satisfied with … I’m having problems with … • In writing this essay, what did you learn that surprised you? When editing your paper, what were you unsure about? • What changes would you make to this assignment? • This lesson/assignment is important to my role as a professional because…

  15. Analytical Minute Paper:Analysis via Bloom’s TaxonomyLycoming College Conference

  16. Analytical Minute Paper:Analysis via Bloom’s TaxonomySIUE 2004 NFO

  17. Knowledge Surveys http://www.isu.edu/ctl/facultydev/KnowS_files/KnowS.htm

  18. Physics 371 Knowledge Survey:Dr. Dolores Knipp, USAFA Instructions: This is a knowledge survey rather than a test. Be sure to fill in your name and SSN. The purpose of this survey is to evaluate the change produced in your knowledge of astronomy and astrophysics by this course. You will answer the same questions again near the end of the course. Mark the first response if you feel confident that you can answer the question or perform the task indicated. Mark the second response to the question if you can now answer 50% of the question or you know precisely where you could get the information in 30 minutes or less. Mark the last response if you are at a loss as to how to answer the question. Do not try to actually answer the questions. Briefly describe Kepler's three laws of orbital motion. O I know this O I know at least 50% of the answer or know exactly where to find the answer O I don't know How are absorption and emission lines produced in a stellar spectrum?  What information might absorption lines in the spectrum of a star reveal about a cloud of cool gas lying between the star and us? O I know this O I know at least 50% of the answer or know exactly where to find the answer O I don't know

  19. “[E]ducators can . . .provid[e] explicit opportunities for students to test themselves. Students could take a quiz about their learning, estimate how well they think they have done on the quiz, and then compare that estimate with the reality of their performance.” Dunning, D. (May 5, 2006). Not knowing thyself. Chronicle of Higher Education. Point of View, B24

  20. Please close your notes in preparation for a quiz over the content of the three webcasts. On a scale of one to ten (ten = highest; one = lowest) please predict your success on a quiz based on the webcast material.

  21. Quiz • Define Low Threshold Application. (1 point) • What is a Classroom Assessment Technique? (1 point) • What are Bransford, Brown, and Cocking’s three key learning principles? (6 points) • Define focused listing. (1 point) • In Structured Problem Solving (Numbered Heads Together) the spokesperson directs the discussion: T or F? (1 point) • Low Threshold Classroom Assessment Techniques can only challenge students at the lower levels of Bloom’s Taxonomy: T or F? (1 point)

  22. How did you fare? • How many predicted correctly, estimating the number of answers you got right? • How many scored better than you predicted? • How many scored lower than you predicted?

  23. Some General Things to Remember about CATs (LTAs): • Don’t ask if you don’t want to know; • Feedback to students is essential; • Adapt, don’t adopt; • Use CATs creatively and responsibly to reinvigorate your teaching and your students’ learning! —Modified from Angelo and Cross

  24. The Good News for Teachers and Students: “There is no universal best teaching practice. If, instead, the point of departure is a core set of learning principles, then the selection of teaching strategies . . . can be purposeful.” —Bransford, Brown, & Cocking, Eds. How People Learn: Brain, Mind, Experience, and School.

  25. Questions?

  26. The End! Happy Teaching!

  27. The Last Webcast! • We’ll miss you, but we celebrate our time together! —Barbara, Ray, and Doug, Steve and Joanna!

More Related