Transcript Using CATs in Online Courses - Eli Collins

Using CATs in Online
Courses
Dr. Eli Collins-Brown
[email protected]
Classroom Assessment Techniques
CATs
Work of Angelo and Cross, 1993
Condensed from LTAs To Make Student
Learning Visible in Web-Based Classes:
CATs - A TLT Group Online Workshop.
B. Mills, R. Purdom, D. Eder
Formative Assessment
Assessing student learning during the
course
F2F – non-verbal cues, facial expression,
look in their eyes
Online, no non-verbal cues
CATs gives us a way to ‘look into the eyes’
of our online students
CATs are..
Learner-centered
Teacher-directed
Mutually beneficial
Formative
Context specific
On-going
Rooted in best practices
Easy to administer, assess and report on
Typically low-threshold, perfect for online
How People Learn
Bransford’s work
Three key learning principles:
1.
2.
3.
Prior knowledge – students construct new
knowledge and understanding on what they already
know or don’t know
Deep foundational knowledge – students need a
deep knowledge base and conceptual frameworks
Metacognition: students must identify learning goals
and monitor their progress toward them.
#1 – Prior Knowledge
What Do They Know?
New learning is based on what students
already know
Imperative that we learn where our
students are and what they already know
of don’t know, including misperceptions
CATs
Background Knowledge Probe (BKP)
Focused Listing
Applications Card
Directed Paraphrasing
Minute Paper
BKP
Preview of material to come and what they
know.
1.
2.
3.
4.
a.
b.
c.
d.
Classroom Assessment Techniques (CATs) are a pedagogical
way to monitor student learning as it is taking place.
Assessment monitors student learning; it does not evaluate
faculty teaching.
The principles for using CATs in an online environment are much
the same as thos for using CATs in a F2F environment
Because CATs engage students in their own learning, they do not
add to the teaching workload but rather, reduce it by making
teaching easier.
I've never encountered this idea before
I've encountered this idea but wouldn't want to have to explain it
to a naive audience
I've encountered this idea and can explain it with examples
I've encountered this idea and already adopted it for my teaching
environment.
Best way to do online?
Focused Listing
Ask students to write the key word or idea at the top of a
page and within a set time limit (usually 2 - 3 minutes)
job down related terms important to understanding that
topic.
Helps determine what students recall about a specific
topic, including concepts they associate with the central
point. Can be done in pairs and can be used before,
during or after a lesson.
Compare with a master list you created and categorize
as related, unrelated, appropriate, in appropriate.
Or compile a master list of all responses and have
students categorize.
Best way to do online?
Application Cards
Students give one or more real-world
applications for an important principle,
generalization, theory or procedure.
Give two specific examples of Stephen Covey's
Win-Win performance contracts: one in current
news and one in your own life. Or give a
concrete example of formative assessment in
your course.
Sort responses as unacceptable, marginal,
adequate, or excellent.
Best way to do online?
Directed Paraphrasing
rephrase the definition to explain to
different audiences.
ei. explain 'corporation' to high school
students or ‘irrevocable trust’ to retirees.
Sort responses as confused, minimal
adequate, or excellent
How to do online?
Minute Papers
What was the most important thing you
learned during this session? What
important questions remain unanswered?
How to do online?
#2 - Deep Foundational Knowledge
Student must have a deep foundation of
factual knowledge
Understand facts and ideas in the context
of a conceptual framework
Organize knowledge in ways that facilitate
retrieval and application
Sequence and Structure
Sequence and structure activities so that
students approach the same materials
from different perspectives
Students learn by processing information:
they do not typically learn at a first
exposure unless there is a great deal of
relevant prior knowledge
CATs accomplish both
Think-Pair-Share
Ask a question and have them write down some
answers.
Then share with another person (pair) and share
responses.
Then pairs share responses with the rest of the
class.
WebCT allows you to put students into
groups. Each group has their own discussion
board.
Low Risk, promote active student learning,
promotes discussion
Structured Problem-Solving
F2F
Divide students into group and each member of the group is assigned an
identity (colors, playing cards, roles)
Students complete a task together,
Group responds to the whole class with each member taking a turn as
spokesperson.
Responses occur by identities (colors, suit, or roles)
Positive Results:
students individual accountable; all must know the materials
peer coaching because the team is only as strong as its weakest member
students are giving a group answer not individual answer - less stressful
students who normally never speak up in class with participate through their
response.
Working in BB or WebCT groups, complete the task together, then randomly
select the person in each group to respond based on their identity.
Send a Problem
Each group identifies a problem or issue to solve or
discussion. This is written on the front of a folder.
1. The group prepares a response to the problem/issues,
writes it on a sheet of paper and puts it in the folder.
2. The Folder is forwarded to a second group.
3. The second group does NOT look at the first group’s
response, write their own response, puts in folder and
passes to the 3rd group.
4. Third group takes responses from first two groups and
identifies the two best responses. They then formulate
their response by using best two responses,
consolidating ideas or coming up with their own
response. Report back to group.
Send a Problem Online
1.
2.
3.
4.
5.
6.
7.
Online - Each group gets a problem to solve, clearly
articulated. Work in groups in Bb or WebCT, each groups comes
up with as many viable solutions as possible for this problem.
Each group submits their problem and solution to instructor.
Instructor sends only problem to 2nd group.
2nd group solves and sends back answer to instructor.
Instructor forwards to third group include the responses from the
first two groups.
Each group reads and synthesizes the other two groups
responses and theirs, and shares with the entire group by posting
to the discussion board
Allow opportunities for comments and discussion.
Examples
History; Support the territorial claims of 1)
ranchers 2) farmers 3) native americans
Premed: What would a clinician need to
know for a disgnosis of 1: attention-deficit
disorder 2) AIDS 3) Alzheimer's
Literature: in Antigone, explain the chief
character traits and motivations of 1)
Antigone 2) Creon 3) Haemon 4) Ismene
#3 - Metacognition
A “metacognitive” approach to
instruction can help students learn to
take control of their own learning by
defining learning goals and monitoring
their progress in achieving them.
Goal-oriented learning
What roles do goals play in learning?



Focus attention and efforts
Identify purpose for learning
Tracks progress
Monitoring Own Learning
Motivation
Responsibility
Awareness
Self-Correction
LTAs for Learning Principle #3
•Punctuated Lectures
•Classroom Opinion Polls
•Minute Paper
Possible Questions for
Punctuated Lectures
“How fully and consistently were you concentrating
on the discussion/lecture during these few minutes?
Did you get distracted at any point? If so, how did
you bring your attention back into focus?
What were you doing to record/process the
information you were receiving? How successful
were you?
What were you doing to make connections between
this “new” information and what you already know?
What did you expect to come next in the
discussion/lecture and why?”
Mills, Purdom, Eder, 2007
How best to do online?
Classroom Opinion Polls
on Course-related Issues
Quick Poll:
How many believe groupwork improves
understanding of main concepts?
How many have learned something useful
during this activity?
How best to do online?
CATs for Improving Course
Use the feedback to determine if you
instruction is effective
One-minute Paper format
Ask what worked
What didn’t work
Suggestions for improvements
Anonymous or not?
Final Considerations for
Using CATs
Reporting back to students is a must
Don’t ask if you don’t want to know
Use CATs creatively!
References
Classroom Assessment Techniques, Angelo &
Cross, ISBN: 1555425003
Welcome to the online workshop: LTAs To Make
Student Learning Visible in Web-Based Classes:
CATs - A TLT Group Online Workshop, B. Mills,
R. Purdom, D. Eder
Engaging the Online Learner, Conrad and
Donaldson, ISBN 0787966673
Discussion-Based Online Teaching to Enhance
Student Learning, Tisha Bender, ISBN
1579220657