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Ten CATS on a HOT Roof

Ten CATS on a HOT Roof. Academic Development Day David Knopp Associate Dean, Business & Computer Science October 9, 2012. Ten CATs on a HOT Roof. MeOW. Ow. Ow. Ow. Ow. Ow. Ow. Ow. Ow. Ow. Sn. Sn. Sn. Sn. Sn. Sn. Sn. Sn. Ten CATs on a HOT Roof.

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Ten CATS on a HOT Roof

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  1. Ten CATS on a HOT Roof • Academic Development Day • David Knopp • Associate Dean, Business & Computer Science • October 9, 2012

  2. Ten CATs on a HOT Roof MeOW Ow Ow Ow Ow Ow Ow Ow Ow Ow Sn Sn Sn Sn Sn Sn Sn Sn

  3. Ten CATs on a HOT Roof • CATs – Classroom Assessment Techniques • HOT – Higher Order Thinking • Part 1: Embedded Assessments (course design) • Part 2: CATs (Often ungraded, quick)

  4. Assessment is the Ongoing Process of: • Establishing clear, measurable expected outcomes of student learning. • Ensuring that students have sufficient opportunities to achieve those outcomes. • Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations. • Using the resulting information to understand and improve student learning. • Linda Suskie, Assessing Student Learning: A common sense guide. Anker Publishing, 2004.

  5. Levels of Assessment • General Education • Program-level • Course-level • Class-level

  6. Aligning Course Activities with Learning Outcomes • What are the major assignments that measure your outcomes? • Do they match your outcomes? • Do your assignments reflect the kind of learning you most desire and match your outcomes? • Do your assignments require students to demonstrate the kinds of skills you are actually grading and assessing? • Where do they come during the semester? • How do you build toward them?

  7. What is Bloom’s Taxonomy? • Benjamin Bloom created this taxonomy in 1956 for categorizing the level of abstraction of everything from test questions to course objectives to program objectives in the cognitive domains • Programs should take into account the level of their expectations of their students’ learning when crafting course or program objectives, and Bloom’s is a validated and longstanding tool for such

  8. Bloom’s Taxonomy • Domains • Cognitive • Affective • Psychomotor

  9. Levels Of Taxonomy

  10. Cognitive Domain Verbs

  11. Verbs and Phrases to Avoid • WORDS TO AVOID • Believe RealizeRecognize Comprehend Know See Memorize Think Experience Perceive Understand Feel  • PHRASES TO AVOID • Appreciation for… Acquainted with… Attitude of… Awareness of… Capable of… Comprehension of…. Cognizant of…Enjoyment of… Conscious of…Feeling for… Familiar with…Interest(ed) in… Knowledge of… Knowledgeable about….Understanding of… Self-Confident in.

  12. Example of Learning Outcomes • Students will develop an appreciation of contemporary feminist poets. • Better: Students will be able to apply themes in contemporary feminist poetry to real life situations affecting themselves or people they know. • Students will know how to use t-tests and chi-square tests in data analysis. • Better: Students will describe the assumptions underlying t-tests and chi-square tests and use these tests to statistically compare two samples. • Students will understand how to measure the association between a given risk factor and a disease. • Better: Students will define and calculate measures of association between a given risk factor and a disease.

  13. Examples • Students will know the basic strategies for assessing environmental health hazards. • Better: Students will list, describe, and compare the advantages and disadvantages of the basic strategies for assessing environmental health hazards. • Students will know about Medicare and Medicaid. • Better: Students will compare and contrast Medicare and Medicaid with respect to political history, governmental roles, client eligibility, financing, benefits, and cost-sharing. • Students will be able to list the five levels of Maslow’s Hierarchy of Needs. • Better: Students will, using Maslow’s Hierarchy of Needs, develop a Professional Development Plan for a small manufacturing business. • Students will be able to identify a myocardial infarction. • Better: Given a history and physical examination of a patient with chest pain, students will diagnose myocardial infarction within fifteen minutes.

  14. Tips for Improving Learning Outcomes • Utilize learning outcomes as a basis for course preparation. Outcomes should match instructional strategies and assessment requirements. Consider constructing a table like below:

  15. The 8 P’s of Course Embedded Assessment • Pre- and Post-Tests • Papers • Projects • Presentations • Performances • Portfolios • Problem-Based Learning • Participation

  16. Assignments/Assessments

  17. Measures Map • A visual representation of the course outcomes and the corresponding assessment measure for each outcome.

  18. Final Comment Measurements are not to provide numbers, but to provide insight. -- Ingrid Bucher

  19. Questions?

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