Presentation for the PLAN Graduate Student Professional Development Workshop Series at The University of Louisville

1. U SING C LASSROOM PLAN
Workshop
A SSESSMENT T ECHNIQUES 9/25/12
FOR FORMATIVE A SSESSMENT Michelle
Rodems, Ph.D.
AND ACTIVE L EARNING

2. TRADITIONAL METHODS OF INSTRUCTION
 Provide/deliver instruction, transfer knowledge
 Improve the quality of instruction
 Criteria: inputs, resources, curriculum development,
enrollment, quality of instruction
 Structures: time constant, learning varies; one -teacher,
one-classroom; covering materials; end -of-course
assessment
 Learning: “out there”; cumulative and linear; teacher -
centered and controlled; environment competitive and
individualistic; talent and ability rare
 Roles: Faculty are lecturers, faculty and students in
isolation

3. CAT: PROS & CONS

4. CATS

5. CLASSROOM ASSESSMENT TECHNIQUES
CATS
Classroom Assessment
is an approach designed to help
teachers find out what students
are learning in the classroom and
how well they are learning it.

6. CHARACTERISTICS
Learner-Centered
Teacher-Directed
Mutually Beneficial
Formative
Context-Specific
Ongoing
Rooted in Good Teaching Practice

7. ASSESSMENT
Summative Formative
 “Assessment of  “Assessment for
Learning” Learning”
 Occurs after  Occurs during
instruction instruction
 Measure level of  Gathers feedback to
success or guide improvement
proficiency achieved  Generally low -stakes
 Generally results in
grade

8. CAT: ONE-SENTENCE SUMMARY

9. “HOW TO”

10. 3 STEP PROCESS
Planning
Start small
Implementing
Prepare students
Be clear
Read
Responding
“Close the feedback loop”
Talk to students, inform them of adjustments

11. Step 2: Focus on an
assessable goal or
question CLASSROOM
Step 3: Plan a
Step 1: Choose the
classroom ASSESSMENT
assessment project
focus class
focused on that goal
or question
PROJECT
CYCLE
Step 9: Evaluate this Planning Step 4: Teaching the
target lesson related
project’s effect(s) on
to that goal or
teaching and learning
question
Step 8: Communicate Step 5: Assess
results; try out student learning:
response collect feedback data
Step 7: Interpret the
results and formulate
Step 6: Analyze
an appropriate
student feedback
responds to improve
learning

12. TEACHING GOALS INVENTORY

13. BLOOM’S TAXONOMY

14. CAT: NOTE-CARD NEXT STEPS
5-10 Minutes
 Select one CAT from list of examples
 Apply to course
 Work through project cycle
5-10 Minutes
 Share with group

15. CHECKLIST

16. LESSONS LEARNED
 Faculty adapt Classroom Assessment Techniques in creative
ways
 Classroom Assessment feedback challenges teachers’
assumptions
 Teachers respond to feedback in various ways
 Classroom Assessment increases active involvement in
learning
 Classroom Assessment promotes metacognitive development
 Classroom Assessment increased cooperation and a sense of
the classroom as a “learning community”
 Classroom Assessment increases student satisfaction
 Classroom Assessment may improve course completion rates
 Does it increase student learning?

17. CAT: MUDDIEST POINT
 What is still confusing?
 Where do you still need more information?
 Take one minute and respond to this question.
 Share with the group.

18. KEEP IN MIND . . .
 Start with assessable goals.
 Focus on alterable variables.
 Build in success.
 Start small.
 Get students actively involved.
 Set limits on the time and effort you will invest.
 Be flexible and willing to change.
 Work with other teachers who share your interests.
 Remember that students must first learn to give useful
feedback – and then must practice doing so.
 Enjoy experimentation and risk-taking, not just success.

19. Picture Credits
 http://www.proconlists.com/list/humor/making -pro-con-
lists/1494
 http://extollereblog.tumblr.com /
 http://www.our40th.com/get -in-touch/
 http://meandmylaptop.weebly.com/2/post/2011/4/blooms -
taxonomy.html
Angelo, T. A ., & Cross, K. P. (1993). Classroom Assessment
Techniques: A handbook for college teachers (2 nd ed.). San
Francisco, CA: Jossey -Bass.