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Outcomes Assessment 1 Classroom Assessment. Daina M. Briedis Michigan State University briedis@egr.msu.edu. Joseph A. Shaeiwitz West Virginia University joseph.shaeiwitz@mail.wvu.edu. Outline. Rationale: intro to assessment Types of assessment Classroom goals & objectives
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Outcomes Assessment 1Classroom Assessment Daina M. Briedis Michigan State University briedis@egr.msu.edu Joseph A. Shaeiwitz West Virginia University joseph.shaeiwitz@mail.wvu.edu
Outline • Rationale: intro to assessment • Types of assessment • Classroom goals & objectives • Classroom assessment methods • Using technology • Linking classroom assessment to program assessment • Review and Recommendations
Outline • Rationale: intro to assessment • Types of assessment • Classroom goals & objectives • Classroom assessment methods • Using technology • Linking classroom assessment to program assessment • Review and Recommendations
Assessment • Assessment feedback on what, how much, and how well students are learning. • Goal of assessment Highest possible quality of student learning
Assessment • One of the “Two Guiding Principles of Effective Teaching” (Felder & Brent): • Practice and FEEDBACK (assessment) encompassing cognitive, affective and psychomotor domains • learning • competencies • reasoning • attitudes • work habits
Feedback Model education process one class one course graduate alumnus one class entering college one course
Assessment Learner-Centered Instructor-Directed Instructor Learner Mutually Beneficial Learner Instructor
Assessment Instructor Learner Learner Instructor
Assumptions • Student learning ∞ Teaching Effectiveness • Course objectives and goals need to be made clear • Learning • Policies • To improve learning, students need feedback • To improve teaching, instructors need feedback
Assessment • Instructor teaches based on learning objectives (or goals) • Students are supposed to learn • Assessment helps minimize gap • Make it manageable • May be part of program assessment • not sufficient for program assessment • program assessment in 2nd session
Assessment – what it is NOT • NOT active learning • although some overlap is possible (and desirable) • NOT for the purpose of grading students • Almost never graded • Almost always anonymous • NO special training needed
Example • Be thinking of a “focus” course for the next time you will be teaching • Throughout this session, think of Classroom Assessment Techniques (CATs) that you can apply in this course
Outline • Rationale: intro to assessment • Types of assessment • Classroom goals & objectives • Classroom assessment methods • Using technology • Linking classroom assessment to program assessment • Review and Recommendations
Types of Assessment • Formal and Informal • Formative • Summative • Diagnostic
Types of Assessment • Formal and Informal • Formal: quizzes, term papers, lab reports, homework, examinations • Informal: questions in class, body language, facial expressions, CATs (classroom assessment techniques) • Repertoire of successful methods
Formative vs. Summative A Z A M Z A D L M R Z ~ Ongoing ~
Types of Assessment • Formative • for improving a process (learning here) • occurs during process • often informal • in detail in this session • Summative • final, summative judgment about effectiveness of process • achievement of objectives and outcomes • in detail in 2nd session
Types of Assessment • Diagnostic • Assessment of metacognitive skills • Identification of misconceptions • Generally more difficult to analyze (and administer)
Outline • Introduction to assessment • Types of assessment • Classroom goals • Classroom assessment methods • Using technology • Linking classroom assessment to program assessment • Review and Recommendations
Classroom goals • To assess and improve instruction, first clarify what students are to learn! • Course objectives & goals need to be made clear • Learning-oriented • Teaching Goals Inventory • Teaching-oriented • Use these to direct classroom assessment
Teaching Goals • Self-assessment of instructional goals • Develop, Improve, Learn • e.g., • Develop ability to synthesize and integrate information and ideas • Develop problem-solving skills • Improve writing skills • Learn computing skills relevant to problem solving
Course Learning Objectives (Goals) • Student-based • What students will know and/or be able to do at the conclusion of the course • Set expectations for both students and instructor • Ties to pre-requisites and post-requisites in curriculum
Learning ObjectivesAt the conclusion of this workshop, the participants will be able to: • define learning objectives, write and classify them in terms of Bloom’s Taxonomy levels, and list pedagogical and curricular benefits of writing them for courses. • generate a set of handouts for the first day of a course (course syllabus, learning objectives, statement of policies and procedures) that provide the students with a full understanding of the course structure and ground rules. • devise preliminary course activities that capture interest and motivate learning. • identify characteristics of effective learners and techniques for obtaining active participation from most or all students in attendance. • define inductive teaching and learning and give examples of inductive teaching methods and identify benefits of this instructional approach. • define and give examples of the higher-level (analytical, creative, critical) thinking skills of Bloom’s Taxonomy, identify instructional conditions that induce students to develop and exercise these skills, and formulate exercises and problems that provide practice in these skills. • design tests that are both challenging and fair and a grading system that provides positive motivation for learning without lowering standards. • deal effectively with a variety of common classroom management and other student-related problems. • identify problems associated with the teaching profession having to do with time management, starting an maintaining research programs, and assessing and improving teaching, and formulate plans to overcome these problems.
Example • Identify three teaching goals for your focus course • Write three learning objectives for this course
Outline • Introduction to assessment • Types of assessment • Classroom goals • Classroom assessment methods • Using technology • Linking classroom assessment to program assessment • Review and Recommendations
Preparing for a Successful Start Plan Implement Respond
Preparing for a Successful Start • Start small – one course to begin in which you are confident • Reserve 5-10 minutes of class time • Let students know ahead of time (why, historical successes, anonymity) • Easy method • Review/analyze asap • 1-2 min per response • Speed of analysis increases (divide “o.k.,” “sort of o.k.,” “not o.k.” • Respond!!!
Preparing for a Successful Start • Don’t make it a burden • Don’t use methods inappropriate at your institution • Research projects • Teaching as research
Classroom Assessment Techniques (CATs) • Select the “right” technique • Suits context of course • Suits class and instructor personality • Effective • Efficient • Integrates into course flow
Exhaustive CAT Catalog • Angelo, T.A., and K. P. Cross, “Classroom Assessment Techniques: A Handbook for College Teachers,” 2nd edition, Jossey-Bass Publishers, 1993.
Classroom Assessment Techniques (CATs) • Minute paper and related exercises • Pre- and post-tests • Surveys • Application cards • Learning logs/journals • Portfolios • Coaching students working on examples • Test is to make up test • Open outlines • Students defend test to instructor
Time & Energy Requirements Prep: L, M, H Response: L, M, H Analysis: L, M, H
Minute Paper and Related Exercises • “Minute paper” or “Half-Sheet Response” • USED MOST OFTEN! • At end of lecture, ask one or two questions related to what students should have learned • not graded/no names • instructor learns about success or failure of lecture/lab/video • only useful if provide necessary review/feedback next lecture Prep: L Response: L Analysis: L
Minute Paper and Related Exercises • Questions: • “What was the most important thing you learned today?” • “What important question was unanswered for you today? • Determines if focus of session was understood • Evaluates ability to synthesize, integrate, pay attention, listen, learn concepts and theories • Respond: summarize next time; review learning, answer unanswered questions
Minute Paper and Related Exercises • Clearest vs. Muddiest point • At end of lecture, ask what is clearest point learned/what is muddiest point • List key knowledge skills learned today • List a few words that define what xxx means to you (xxx based on lecture content) • Summarize what you have learned in a few sentences so that you can explain to a friend Prep: L Response: L Analysis: L
Example • What is the clearest point in this workshop thus far? • What is the muddiest point?
Pro & Con Grid • +/Δ done two slides ago • Provides overview of class analysis of advantages/disadvantages • Examples: • two proposed designs • ethical issues • others? Prep: L Response: L Analysis: L-M
Pro & Con Grid • Evaluates ability to apply analytical skills, capacity for ethical choices, use of judgment, capacity to think for oneself Prep: L Response: L Analysis: L-M
Classroom Assessment Techniques (CATs) • Minute paper and related exercises • Pre- and post-tests • Surveys • Application cards • Learning logs/journals • Portfolios • Coaching students working on examples • Test is to make up test • Open outlines • Students defend test to instructor
Pre- and Post-tests • Diagnostic • Pre-test given first day of class • provides information on student skills/background • learn what students know about subject • adjust teaching/syllabus based on results • Post-test given last day of class • able to assess what students have learned • may be almost identical to pre-test Prep: M Response: M Analysis: M-H
Pre-test • Variation: “readiness” test • Based on assigned reading or homework • E.g., Flashcard method • Done in groups with a recorder
Classroom Assessment Techniques (CATs) • Minute paper and related exercises • Pre- and post-tests • Surveys • Application cards • Learning logs/journals • Portfolios • Coaching students working on examples • Test is to make up test • Open outlines • Students defend test to instructor
Surveys • Class management tools • Study habits • Class opinion surveys • Information seeking • Web-based surveys • CATME (Comprehensive Assessment of Team Member Effectiveness) www.catme.org • Available “Institutional Research” Prep: L Response: L-M Analysis: L-H
Classroom Assessment Techniques (CATs) • Minute paper and related exercises • Pre- and post-tests • Surveys • Application cards • Learning logs/journals • Portfolios • Coaching students working on examples • Test is to make up test • Open outlines • Students defend test to instructor
Application Cards • Students write down one application of a theory or principle learned in class • Connect newly learned concepts with prior knowledge • May provide new material for instructor! • Assesses ability to apply principles, think creatively, learn concepts/ theories, think for oneself Prep: L Response: L-M Analysis: L-M
Application Cards • Develop one application card question for your focus course. • Example: • Provide an example of how statistical significance testing could be applied to your unit operations lab data. Prep: L Response: L-M Analysis: L-M
Application Cards • This method may also be used in pairs and groups to expand generation and sharing of ideas
Classroom Assessment Techniques (CATs) • Minute paper and related exercises • Pre- and post-tests • Surveys • Application cards • Learning logs/journals • Portfolios • Coaching students working on examples • Test is to make up test • Open outlines • Students defend test to instructor
Diagnostic Learning Logs • Journal of homework, assignments, exams • Student records two lists: • Main points that were understood • Points that were unclear • Students reflect upon own learning • Diagnose strengths & weaknesses Prep: M Response: H Analysis: H