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Academic Development Day David Knopp ▪ Associate Dean, Business & Computer Science October 9, 2012 Ten CATs on a HOT Roof MeOW Ow Ow Ow Ow Ow Ow Ow Ow Ow Sn Sn Sn Sn Sn Sn Sn Sn CATs – Classroom Assessment Techniques HOT – Higher Order Thinking Part 1: Embedded Assessments (course design) Part 2: CATs (Often ungraded, quick) Establishing clear, measurable expected outcomes of student learning. Ensuring that students have sufficient opportunities to achieve those outcomes. Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations. Using the resulting information to understand and improve student learning. Linda Suskie, Assessing Student Learning: A common sense guide. Anker Publishing, 2004. General Education Program-level Course-level Class-level What are the major assignments that measure your outcomes? Do they match your outcomes? Do your assignments reflect the kind of learning you most desire and match your outcomes? Do your assignments require students to demonstrate the kinds of skills you are actually grading and assessing? Where do they come during the semester? How do you build toward them? Benjamin Bloom created this taxonomy in 1956 for categorizing the level of abstraction of everything from test questions to course objectives to program objectives in the cognitive domains Programs should take into account the level of their expectations of their students’ learning when crafting course or program objectives, and Bloom’s is a validated and longstanding tool for such Domains Cognitive Affective Psychomotor Cognitive Affective Psychomotor Synthesis Internalize Naturalization Analysis Organize Articulation Application Value Precision Comprehension Respond Manipulation Knowledge Receive Imitation Evaluation Knowledge Comprehension Application Analysis Synthesis Evaluation Define Explain Use Analyze Develop Review List Summarize Apply Compare Create Assess Describe Discuss Solve Examine Plan Judge Memorize Paraphrase Manage Value Propose Defend WORDS TO AVOID Believe Realize Recognize Comprehend Know See Memorize Think Experience Perceive Understand Feel PHRASES TO AVOID Appreciation for… Acquainted with… Attitude of… Awareness of… Capable of… Comprehension of…. Cognizant of…Enjoyment of… Conscious of…Feeling for… Familiar with…Interest(ed) in… Knowledge of… Knowledgeable about….Understanding of… SelfConfident in. Students will develop an appreciation of contemporary feminist poets. Better: Students will be able to apply themes in contemporary feminist poetry to real life situations affecting themselves or people they know. Students will know how to use t-tests and chi-square tests in data analysis. Better: Students will describe the assumptions underlying t-tests and chisquare tests and use these tests to statistically compare two samples. Students will understand how to measure the association between a given risk factor and a disease. Better: Students will define and calculate measures of association between a given risk factor and a disease. Students will know the basic strategies for assessing environmental health hazards. Better: Students will list, describe, and compare the advantages and disadvantages of the basic strategies for assessing environmental health hazards. Students will know about Medicare and Medicaid. Better: Students will compare and contrast Medicare and Medicaid with respect to political history, governmental roles, client eligibility, financing, benefits, and costsharing. Students will be able to list the five levels of Maslow’s Hierarchy of Needs. Better: Students will, using Maslow’s Hierarchy of Needs, develop a Professional Development Plan for a small manufacturing business. Students will be able to identify a myocardial infarction. Better: Given a history and physical examination of a patient with chest pain, students will diagnose myocardial infarction within fifteen minutes. Utilize learning outcomes as a basis for course preparation. Outcomes should match instructional strategies and assessment requirements. Consider constructing a table like below: Learning Outcome Differentiate between critical and creative thinking Instructional Activities Assessment Lecture Exam 1- Question 3 Group Activity Student Portfolio 1. 2. 3. 4. 5. 6. 7. 8. Pre- and Post-Tests Papers Projects Presentations Performances Portfolios Problem-Based Learning Participation Knowledge Comprehension Application Analysis Synthesis Evaluation Background Probes Background Probes Short Answer Questions Papers Portfolios Reflection Papers Multiple Choice Questions Multiple Choice Questions Multiple Choice Questions Projects Studio Work Assessing Other’s Work Matching True/False Case Studies Essay Questions Performances Debates A visual representation of the course outcomes and the corresponding assessment measure for each outcome. Measurements are not to provide numbers, but to provide insight. -- Ingrid Bucher