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CATS and Beyond ..……...

CATS and Beyond ..……. Diane W. Creel, Ph.D. Assessment Coordinator Northern Virginia Community College. Assessment is _________________ On the index card, fill in the blank with the first word or phrase that comes to mind. C.A.T. C lassroom A ssessment T echnique

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CATS and Beyond ..……...

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  1. CATS and Beyond ..……... Diane W. Creel, Ph.D. Assessment Coordinator Northern Virginia Community College

  2. Assessment is _________________ On the index card, fill in the blank with the first word or phrase that comes to mind.

  3. C.A.T. Classroom Assessment Technique Thomas Angelo and Patricia Cross

  4. But first: A Small History Lesson • Assessment for Accountability • Large-scale • Periodic • Done by “measurement experts” • What did students learn in college?

  5. Assessment for Improvement • Where we are now in Virginia • Basis for improving instruction • Program and discipline Reviews • Direct measures • Indirect measures

  6. BUT Results not timely Assessment focused on program, not on the student Learning gets short shrift Results not used to improve learning

  7. Classroom Assessment • Small-scale (classroom) • Continual • Conducted by teachers • What have students • learned in this classroom?

  8. The First C.A.T. Minute Paper Time/Energy requirements: Faculty to prepare - LOW Students to respond - LOW Faculty to analyze - LOW

  9. The Second C.A.T. Concept Maps Time/Energy requirements: Faculty to prepare - MEDIUM Students to respond - MEDIUM Faculty to analyze - MEDIUM TO HIGH

  10. The Third C.A.T. Process Analysis Time/Energy requirements: Faculty to prepare - MEDIUM Students to respond - HIGH Faculty to analyze - HIGH

  11. Other Cats: Metaphors: As a learner, I am ______________ Critical thinking is _____________ Outlines: Supply outline with main ideas Supply outline with details Supply process analysis or steps in problem solving with blanks to fill in Five minute or one sentence summary WDHWWWH (Who did what to whom, where, when, how?)

  12. Directed paraphrasing: explain to your 12-year old cousin or your mother or your client or your classmate……. Matrix Magic: Provide an incomplete table to be filled in France US Britain Neoclassicism Impressionism

  13. Beyond C.A.T.S.

  14. Classroom Research • Learner-centered • Teacher-directed • Collaborative (faculty/students) • Context-specific • Practical and relevant • Cascading

  15. C.A.T.s : What? Focus is on improvement of teaching. Classroom Research: WHY? Focus is on improvement of learning.

  16. Basic Premise of Classroom Research It makes no difference how perfectly you are teaching if students are not responding in their learning. Cross and Steadman: Classroom Research

  17. How to get started Identify an area of interest Develop research questions Devise appropriate C.A.T.s Collect information Analyze information Draw possible conclusions

  18. Collaboration with Assessment Office Help with focusing research questions Help with devising appropriate C.A.T.s Help with analysis of information Mini-grants

  19. Diane Creel 323-3008 dcreel@nv.cc.va.us 316C Brault Building

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