Classroom (and Presentation)Assessment Techniques

Assessment Boot CampSummer 2015

Cathleen Morreale

Objectives and Agenda• Objectives– Define CATS– Identify appropriate CATS– Apply appropriate CATS with controls

• Agenda– Backwards Design– Defining and Types– Examples– CATS for Metacognition– Best Practices– Resources

We can go home now…

• Expectations• What do you already know or use?

Go to srs.campuslabs.com (or use the Respond App)

Enter ID: 2154

Disclaimer: Backwards Design (Not starting with which CAT you want to use)

Instructional and Learning experiences and which

CATs will get you the

formative evidence

What is the evidence that will show you met those (or

how closely/far)

What are the outcomes or

objectives

Start with the end in mind

– Desired Results

What are CATs?• (Often) Ungraded• Formative• Regular and Often• Reveals Progress -> Faculty and Students can Gauge

Understanding• Engage with Students’ Learning Process -> Learner-Centered• Models Learning and Teaching are Flexible and Responsive• Concrete Evidence of Learning and/or Learning Needs and/or

Teaching Adaptation Needs• Active Learning Environment• Prompts to Stop and Collaborate and Listen• Motivational – Low Hanging Fruit, Smaller Bites• Collaborative Learning

Prompted Pause

CAT ClassificationAssessing prior knowledge, recall, and understanding:

• Background Knowledge Probe • Focused Listing • Misconception/Preconception Check • Empty Outlines • Memory Matrix • Minute Paper • Muddiest Point

Assessing skill in analysis and critical thinking: • Categorizing Grid • Defining Features Matrix • Pro and Con Grid • Content, Form, and Function Outlines • Analytic Memos

Assessing skill in synthesis and creative thinking: • One-Sentence Summary • Word Journal • Approximate Analogies • Concept Maps • Invented Dialogues (not included here) • Annotated Portfolios (not included here)

Assessing skill in problem solving • Problem Recognition Tasks • What’s the Principle? • Documented Problem Solutions • Audio- and Videotaped Protocols

Assessing skill in application and performance • Directed Paraphrasing • Applications Cards • Student-Generated Test Questions • Human Tableau or Class Modeling (not included here) • Paper or Project Prospectus (not included here)

For examples, pros/cons, caveats, and extensions of the method, see Angelo and Cross (1993).

Just Ask ????s

Common Knowledge and Skill CATs(Assessing if students have learned and now know or can do)

Type Works Best For and When and Examples

Minute Paper 60 seconds to respond to a question in writing

Muddiest Point or Clearest or Both Turn in a question about the content at the end of class

Tweet 140 characters; Few sentences summarizing

Student Generated Test Questions Students write one multiple choice and one open-ended question

Student Response Systems Clickers; Campus Labs

Entry Ticket Flipped classrooms; Activity turned in as students enter the lab to confirm they have prepared

Effective Question Right question, right time

Debate Argue logic; Defend position/answer

Think, Pair, Assess the Share Comfort level reflecting

Socratic Questioning Probing; Students provide the answer; Explore complexities

Cooperative Concept Mapping Making connections

SII Strengths, Insights, Improvements

Fish Bowl of Questions Students put questions in fish bowl; Anonymous; Evaluate themes of questions

Bingo Less linear information; Variety of types of information

Mini Cases Case studies in group work and product

Physical – Toss the Ball/Toy or Popcorn Random selection of responders

Competitions Different answers may be correct; Immediate recall

Application of Concept Mini-Maker Faire or Making Analogies Ability to apply

Map – How did you get to answer – Walk through Assessment of process

Vote (with your feet) Pick your answer by moving to an area

Metacognitive StrategiesThinking About Thinking

(Not assessment of knowledge and skills - instead Assessment of HOW students are learning)

• Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. – Planning how to approach a given learning task– Monitoring comprehension– Strategic– Motivation to Learn– Evaluating progress toward the completion

of a task

Both before and after cognitive activity (though typically after)

Livingston, J. (1997). http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm

CATs for Metacognition

• Remove Noise to Assess• Questioning• Pre-writing activities• Think Alouds• Concept Maps• Awareness Inventory• Action Plans• Visualizing What You Hear• Explaining What You See • Vocabulary Lists

Consider

• Complexity• Resources – i.e., time and

stinky markers• Short and simple vs. Long

and complex • Place in class timeline

• Consistency for reducing learning curve over time

• Comparing data from over time to view learning on specific vs. 1 time check

• Classroom management

(Usually) Try Not to Do

• Only one Way to skin a CAT• Are there any more questions? at mid-night hour• Forget Ethics – Anonymity or Not?• Embarrass or Single Out• Over Incentivize• Forget to share aggregate or compilations (collect

but never do anything (in the eye’s of students) with it)

• Forget to plan or pilot

Resources Angelo, Thomas A, & Cross, K. Patricia (1993). Classroom assessment techniques: A handbook for college teachers (2d ed). San Francisco: Jossey-Bass.

UBCEI Teaching Resources: www.buffalo.edu/ubcei/resources.html

UB – Clickers in the Classroom: www.buffalo.edu/ubcei/resources/clickers.html

Iowa State University, Center for Teaching Excellence, Classroom Assessment Techniques: www.celt.iastate.edu/teaching/cat.html

Rochester Institute of Technology, Student Learning Outcomes Assessment Office, Classroom Assessment Techniques: www.rit.edu/academicaffairs/outcomes/classroom-assessment-techniques

University of Texas at Austin, Instructional Assessment Resources, Classroom Assessment Techniques: www.utexas.edu/academic/ctl/assessment/iar/teaching/plan/method/cats/

Classroom Assessment Techniques: One-Sentence Summary (Video): www.youtube.com/watch?v=ScLoLLMfyQ4

Classroom Assessment Techniques: The Muddiest Point (Video): www.youtube.com/watch?v=v_dt6VGjk7Y

Questions???, Comments, Debate…

Cathleen MorrealeCenter for Educational Innovation

212 Capen716.645.5593

cwalther@buffalo.edu