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Welcome to “ Classroom Assessment Techniques in One-Shot Instruction Sessions: Balancing Teaching, Learning, and Time”. Password for Omni-Meeting Wireless Network: LOEX123 Silence your phone, but keep it handy. Photo courtesy of flickr user pinksherbet via a Creative Commons license.

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  1. Welcome to “Classroom Assessment Techniques in One-Shot Instruction Sessions: Balancing Teaching, Learning, and Time” Password for Omni-Meeting Wireless Network:LOEX123 Silence your phone, but keep it handy Photo courtesy of flickr user pinksherbet via a Creative Commons license

  2. Classroom Assessment Techniques in One-Shot Instruction Sessions: Balancing Teaching, Learning, and Time Laura W. Gariepy Virginia Commonwealth University James Branch Cabell Library Photo courtesy of flickr user hans s via a Creative Commons license

  3. www.bit.ly/loexassess1 Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. http://www.polleverywhere.com/multiple_choice_polls/LTE4MjA0MzYxMzM

  4. www.bit.ly/loexassess3 Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. http://www.polleverywhere.com/multiple_choice_polls/LTE4MjA0MzYxMzM

  5. Learning Outcomes Distinguish between goals of classroom assessment and larger scale assessment Examine how you can use classroom assessment techniques in your sessions Consider classroom assessment as a way to assess learning and enhance learning Photo courtesy of flickr user pinksherbet via a Creative Commons license

  6. Macro-assessment • Demonstrates accountability • Lots of people • Big undertaking Image courtesy of flickr user blprnt_van via a Creative Commons license

  7. And then I went to… ACRL Immersion: Teacher Track Assessment Epiphany! Photo courtesy of flickr user NikonFilm35 via a Creative Commons license

  8. Classroom Assessment • Observe how well and how much students are learning • How they respond to different teaching techniques • Improved teaching = improved learning Thomas A. Angelo & K. Patricia Cross Classroom Assessment Techniques: A Handbook for College Teachers. Photo courtesy of flickr user James Sarmiento via a Creative Commons license

  9. A Brief Comparison

  10. Classroom Assessment Techniques (CATs): tools and exercises to measure student learning with the goal of improving it – and improve teaching. Cross & Angelo, p. 25 Photo courtesy of flickr user James Sarmiento via a Creative Commons license

  11. A little more about the classes I teach… Photo courtesy of flickr user taberandrew via a Creative Commons license

  12. Questionnaires and Polls www.surveymonkey.com • Background Knowledge Probe: • Questionnaire to assess students’ prior learning docs.google.com • Opinion Poll: • Use polls to discover opinions, attitudes, or experiences. www.polleverywhere.com Or, keep it simple.

  13. Questionnaires and Polls Before Class During Class • Ask about experiences: i.e., have you ever used Academic Search Complete? • Follow-up concepts with a quick poll to see what students retained

  14. Misconception/Preconception Check Discover what students might need to unlearn. What might block further learning?

  15. Close the Loop • Close the Loop: • Flexibility is key • Before class: craft your session around responses • During class: roll with the punches Photo courtesy of flickr user Photofarm.nl via a Creative Commons license

  16. Minute Paper Minute Paper: The Classic • Two questions: • What was the most important thing you learned today? • What questions do you have that are still unanswered? Photo courtesy of flickr user casey.marshall via a Creative Commons license

  17. Minute Paper One-Minute Paper

  18. Minute Paper One-Minute Paper

  19. Minute Paper • Close the Loop: • Immediate response • Individual follow-up emails • Clarification of trouble spots through instructor • Visit class again • Alter teaching for future sessions Photo courtesy of flickr user Photofarm.nl via a Creative Commons license

  20. Directed Paraphrasing Directed Paraphrasing • Asks students to restate what they learned in their own words • Prompt is specific • Assess how well students internalized what they just learned Photo courtesy of flickr user jpaxonreyes via a Creative Commons license

  21. Directed Paraphrasing In a few sentences, describe in your own words how the Boolean operator “AND” can be used to search for information on your research question in library databases and the catalog.

  22. Directed Paraphrasing In a few sentences, describe in your own words how the Boolean operator “AND” can be used to search for information on your research question in library databases and the catalog.

  23. Directed Paraphrasing In a few sentences, describe in your own words how the asterisk (*) can be used to search for information on your research question in library databases and the catalog.

  24. Directed Paraphrasing In a few sentences, describe in your own words how the Boolean operator “OR” can be used to search for information on your research question in library databases and the catalog.

  25. Directed Paraphrasing

  26. Directed Paraphrasing • Close the Loop: • Immediate response • Individual follow-up e-mails • Clarification of trouble spots through instructor • Visit class again • Alter teaching for future sessions Photo courtesy of flickr user Photofarm.nl via a Creative Commons license

  27. Topic, Discipline, Database, Article (Homegrown) • Topic, Discipline, Database, Article • Didn’t start as a CAT • Goals: • Situate topic in discipline • Locate discipline specific databases • Locate one article Topic Discipline Database Article

  28. Topic, Discipline, Database, Article (Homegrown)

  29. Topic, Discipline, Database, Article (Homegrown)

  30. Topic, Discipline, Database, Articles (Homegrown) • Close the Loop: • Immediate feedback Photo courtesy of flickr user Photofarm.nl via a Creative Commons license

  31. for best results mix it up Photo courtesy of flickr user jeffanddayna via a Creative Commons license

  32. …that sounds great, but assessment and teaching/learning would still be fighting each other for time… right? Photo courtesy of flickr user ElDave via a Creative Commons license

  33. They fit together very well. • Minimal time required. • Provide opportunities for active learning and reflection. • Increase their learning by improving my teaching.

  34. Questions? Laura W. Gariepy lwestmorelan@vcu.edu Presentation will be available on LOEX Conference Website Classroom Assessment + Teaching / Learning not quite done…

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