Transcript Classroom Assessment Techniques

Classroom Assessment
Techniques
Annette Feravich, Presenter
Office of Teaching and Learning
Technology Resource Center
146 Purdy Krege Library
577-0250
Introduction to CATs
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Classroom Assessment
Techniques
by Thomas Angelo and K. Patricia Cross,
1993, San Francisco, CA: Jossey-Bass.
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Purpose
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Monitor learning throughout the semester
Ensure students obtain accurate
information
Uses
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Assess understanding of lecture
Quiz to determine of students are
prepared
Use as study strategy
Why Bother?
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Teacher assumptions: If it’s been taught,
then it’s been learned.
Gaps between what is taught and learned
can lead to appropriate interventions.
Information regarding student performance
gathered from tests, quizzes, etc. is often
too late to improve student learning.
Assessments improve understanding before
testing occurs, increasing student
motivation.
Learning Styles
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Herman Brain Dominance Theory
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Sequential, Detailed
Interpersonal Sensory
Visual, Holistic
Logical, Factual
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Learning: the ability
to generalize or
discriminate
between current and
past information
Sequential, Detailed
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Empty Outlines
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What’s the Principle?
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Purpose: Learn to apply specific principles to problems
Details: Determine several important principles and develop
problems that illustrate principles. Have students match.
Documented Problem Solutions
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Purpose: Determine if students have captured important points
from lecture/reading, etc.
Details: Create outline with empty spaces. Determine if focus
should be on main, sub, or supporting info
Purpose: To assess how students solve problems and describe
problem solving methods
Details: Document steps that students take in problem solving.
One Sentence Summary
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Purpose: To answer WDWWWWHW
Students summarize important concepts using only one sentence.
Empty Outlines
Purpose: Determine if students
have captured important points
from lecture/reading, etc.
 Details: Create outline with
empty spaces. Determine if
focus should be on main, sub, or
supporting info
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Interpersonal, Sensory
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Directed Paraphrasing
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Purpose: Translate learned material into lay
language
Details: Determine both concept and audience.
Have students paraphrase concept to particular
audience.
Student-Generated Test Questions
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Purpose: Require students to review, evaluate
and apply learned material
Details: Self-explanatory
Misconception/Preconception
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Description: Assesses prior knowledge
Purpose: To uncover prior knowledge or
beliefs that hinder further learning
Uses: Curriculum that have the greatest
overlap w/real life (“common sense”)
Steps:
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Identify most troublesome common
misconceptions/preconceptions
Create simple questionnaire (multiple choice, short answer)
Determine your own answers
Give students feedback on purpose/results.
Visual/Holistic
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Minute Paper/Muddiest Point
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Purpose: Get feedback on understanding of
recently presented information
Details: Ask students one or two basic questions
that would assess understanding.
Concept Map
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Purpose: Determine mental connection between
major concepts and other concepts learned
Details: Prepare ideal concept map w/secondary
and tertiary levels. Prepare parallel example for
class.
Concept Map
Conscientiousness
Openness
Extrovert
Agreeableness
Big Five
Humanistic
Neuroticism
Behaviorist
Trait
Personality
Theories
Freudian
Allport
MMPI
Cognitive
Logical, Factual
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Focused Listing
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Categorizing Grid
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Purpose: Focus attention on most important concepts and
related details
Details: Determine main topic; students list related
concepts
Purpose: Correctly categorize important concepts
Details: Give students list of items that fall into
predetermined categories. Ask students to categorize.
Memory Matrix
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Purpose: Recall and organization of important concepts.
Details: Draw simple memory matrix where rows/columns
provide useful categories.
Memory Matrix
Purpose: Recall and organization of important
concepts.
France
Neoclassicism
Impressionism
Postimpressionism
Expressionism
U.S.
Britain
Pro and Con Grid
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Purpose: Determine students’ ability to categorize
according to pros/cons, costs/benefits,
advantages/disadvantages
CAT
Mis/Preconception
Minute Paper
Focused Listing
Empty Outlines
Memory Matrix
Categorization Grid
Pros
Cons
Application Cards
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Description: Determine one real-world application
Purpose: To determine ability to use information
practically
Uses: Almost any discipline
Steps:
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Determine important topic that has practical applications.
Ask for no more than 3 applications
Hands out index cards/slips of paper.
Students write down at least one possible real world
application.
CAT Summary
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Suggestions for uses
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Make sure that you always try out the
Assessment Technique yourself first.
Allow more time than you think is
necessary.
Make sure that you give students feedback
on the assessment.
CAT’s indexed by disciplines