Categorizing Grid

Transcript Categorizing Grid • Students given a grid containing 2-3 important categories along with scrambled list of terms that belong in one or the.

• • • Students given a grid containing 2-3 important categories along with scrambled list of terms that belong in one or the other of the categories Students are given limited time to sort the terms into the correct categories on the grid • Allows instructors to see quickly if students understand “what goes with what” Helps students to identify and make explicit the rules they use to categorize information in their memories Angelo, T.A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.

Example

The student…

Clearly identifies sources of information used.

Does not oversimplify complex information.

Analyzes his or her own and others’ assumptions.

Presents information accurately.

Draws non-obvious insights from information.

Correctly analyzes the reliability of sources of information.

Shows fair use in the quotation of sources.

Demonstrates comprehension of information.

Openly acknowledges when information is inconsistent or inconclusive.

Skillfully synthesizes information from multiple sources.

EVAL USNG COMM RECG

Muddiest Point

• Simple and efficient • High information return for low investment of time and energy • “What was the muddiest point in _____?” • Well suited to large, lower-division classrooms Angelo, T.A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.

Example - Key