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VERONICA DIAZ, PHDMARICOPA CENTER FOR LEARNING AND INSTRUCTION
JENNIFER STRICKLAND, PHD
PARADISE VALLEY COMMUNITY COLLEGE
Classroom Assessment Techniques
sponsored by the maricopa center for learning and instruction
What is Web 2.0
CATs: What are they?
A method used to gather information on how well students are learning key concepts
A method to provide immediate feedback to students regarding their performance
Thomas A. Angelo and K. Patricia Cross, Classroom Assessment Techniques, A Handbook for College Teachers, 2nd Ed.
CAT Characteristics
Learner-centeredTeacher-promptedMutually beneficialFormative Fast to administer Fast to interpret Non threatening Ongoing
Basic CAT Steps
1. Choose a learning goal to assess
2. Choose an assessment technique
3. Apply the technique
4. Analyze the data and share the results with students
5. Respond to the data, i.e., make modifications as necessary
5 Suggestions for CATs
Customize CATs to address your specific needs and learning environment (f2f/online)
Should be consistent with your instructional philosophy
Test out a CAT and assess their effectiveness
Allow extra time to carry out and respond to the assessment
Let students know what you learn from their feedback and how you and they can use that information to improve learning
CAT Examples
Minute paperChain notesMemory matrixDirected paraphrasingOne-sentence summaryExam evaluationsApplication cardsStudent-generated test
questions
Can be easily modified or converted to an online environment
Exercise
1. Review the CATs and pick one
2. Identify the goal for your CAT
3. Develop or adapt an existing CAT for your blended course
4. Explain why this CAT is helpful/necessary in this particular area of the course
5. Explain why/where you would use this CAT in a f2f or online environment
6. How and when will students receive feedback on the CAT
Assessment Resources
http://kerlins.net/bobbi/education/teachonline/cats.html
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-2.htm
http://www.ntlf.com/html/lib/bib/assess.htm
http://www.ntlf.com/html/sf/vc75.htm
Take a Break
Rubrics
Rubrics Specifically state the
criteria for evaluating student work
Are more specific, detailed, and disaggregated than a grade and can help students to succeed before a final grade
Can be created from Language in assignments Comments on students’
papers, or Handouts intended to help
students complete an assignment
Development Steps
Identify what you are assessing (e.g., critical thinking)
Identify the characteristics/behavior of what you are assessing (e.g., presenting, problem-solving)
Decide what kind of scales you will use to score the rubric (e.g. checklists, numerical, qualitative, or numerical-qualitative)
Describe the best work you could expect using these characteristics: top category
Describe the worst acceptable product using these characteristics: lowest category
More Steps
Develop descriptions of intermediate-level products and assign them to intermediate categories: 1-5: unacceptable, marginal,
acceptable, good, outstanding 1-5: novice, competent, exemplary Other meaningful set
Test it out with colleagues or students by applying it to some products or behaviors and revise as needed to eliminate ambiguities
Rubric Tips
Develop the rubric with your students Use same rubric that was used to
gradeUse examples to share with students,
so they can begin to understand what excellent, good, and poor work looks like
Have students grade sample products using a rubric to help them understand how they are applied
In a peer-review process, have students apply the rubric to eachother’s work before submitting it for official grading
Benefits
Allows assessment to be more objective and consistent
Focuses instruction to clarify criteria in specific terms
Clearly shows the student how their work will be evaluated and what is expected
Promotes student awareness of about the criteria to use in assessing peer evaluation
Source: California State University
Rubric Resources
http://www.uwstout.edu/soe/profdev/rubrics.shtml http://www.calstate.edu/AcadAff/SLOA/links/rubrics.shtml http://www.iuk.edu/~koctla/assessment/rubrics.shtml http://www.csupomona.edu/~uwc/non_protect/student/CSU-
EPTScoringGuide.htm http://condor.depaul.edu/~tla/html/
assessment_resources.html http://www.winona.edu/AIR/rubrics.htm http://www.engin.umich.edu/teaching/assess_and_improve/
handbook/direct/rubric.html http://www.seattleu.edu/assessment/rubrics.asp http://wsuctproject.wsu.edu/ctr.htm
Rubric Template: http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html
Activity
Take 15-20 minutes to develop a rubric for a portion of your module
Share your rubrics
Blended Learning Myths and Truths
Adapted from Thomas F. Kelly, Ph.D.
True
Initially, the time demands of the faculty member increase because instructional materials must be developed for both distributed and face-to-face instruction
(Graham et al., 2005)
Faculty time commitment is greater for blended learning preparation, delivery, and revision.
False
Researchers at the University of Central Florida have observed, during six years of analysis, that students enrolled in blended courses consistently obtain grades of A, B, or C at a rate of up to 6% higher than that of students in comparable face-to-face or fully online courses
(Dziuban et al. 2001)
Blended course delivery of instruction is not as effective as teaching students face-to-face.
False
In a blended format, students are highly engaged in the course progress, both with their classmates and with their instructor
(Gould, 2003)
Blended teaching lacks a cohesive sense of community.
True
The research shows that although most classes in any discipline can be taught using a blended learning format, there are a few classes that would be more conducive to traditional face-to-face lecture, such as an introduction to drawing course.
Blended teaching is not appropriate for all courses.
True
Blended course development requires careful scheduling of assignments, and the creation of effective distance learning components demands a “focused preparation” of course material. Therefore, instructors come to reevaluate how their course materials and instructional strategies achieve course competencies and objectives
(Gould, 2003)
Content is better in the blended course.
False
Qualitative assessments of better student learning are supported by quantitative data from the University of Central Florida (UCF). UCF reports that students in blended courses achieve slightly better grades than students in traditional face-to-face courses or in totally online courses.
Cheating in a blended course is a common threat to the quality of blended courses.
False
In a blended format, students are highly engaged in the course progress, both with their classmates and with their instructor
(Gould, 2003)
Teacher-student interaction is difficult when using blended learning technology to deliver instruction.
False
“…often accomplished through an off-the-shelf Course Management System, such as Blackboard, but it can also be accomplished via something as simple as email, or as information-rich as streaming video”
I need special materials to teach blended courses.
True
Support to teach blended courses motivates and gives confidence to faculty members to use technology in their classrooms, while the lack of technology resources and technology support frustrates them , especially as reliance on technology increases
(Morote, 2004)
Adequate technical support systems are a major concern to faculty delivering blended courses.
False
Research shows that colleges and universities have sufficient computer labs open to student use. Public libraries and other places, like coffee houses, also have connectivity to the internet.
Students need access to a home computer to be in a blended course.
It is critical to commit the time necessary to redesign a traditional course into a blended course. “A busy instructor should allocate a six month lead time for developing a blended course for the first time.”
Approximately how much time would it take to develop an effective blended course?