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Classroom_Assessment_Techniques.ppt

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Classroom_Assessment_Techniques.ppt

  1. 1. Classroom Assessment Techniques Heartland Community College IDC
  2. 2. CATs  Describe an issue you had in class?  What would you like to have known from your students?
  3. 3. CATs  What are they? – Mechanisms by which instructors can obtain useful feedback on what, how much and how well their students are learning  Adapted from Angelo and Cross, 1993
  4. 4. CATs “Typical Testing” “CATs” Assess Achievement Feedback for Learning Evaluates Outcomes Evaluates Process Summative (one shot) Formative (ongoing) Not Anonymous Anonymous Longer/Involved Quick and Easy Graded Not Graded How do CATs compare to “Typical Testing?” Adapted from Parkland College Center for Excellence in Teaching and Learning
  5. 5. CATs Background Knowledge What have you learned? Content/Material What are you learning? Process How are you learning? Application How do you use it? Barriers What’s hindering you? Study Skills Do you have the tools? Attitudes What do you think? Areas we can explore with CATs: Adapted from Parkland College Center for Excellence in Teaching and Learning
  6. 6. CATs PLAN IMPLEMENT Teach Assess Analyze RESPOND Adapt Adapted from Angelo and Cross, 1993 and Parkland College
  7. 7. CATs SELF Prestage Stage 1 Stage 2 Stage 3 Concern Not good Can I? Control Partner Content Imposed Primary Learning Big Pix Students ???? Enemy Monkeys Partners Evals. No Clueless Fix it Analysis Methods Others? Basic Reflect Choose Comm. Enough? Correct Effects Message Adapted from Svinicki, Sullivan, Greer, and Diaz, 1991. Self Awareness:
  8. 8. CATs  Background – Misconception/Preconception Check  What % of US Population is African-American?
  9. 9. CATs  Content – One Sentence Summary – Who Does What to Whom, When, Where, How and Why? (WDWWWWHW)  Relationship between the founders and slaves.  Founders kept AA enslaved by not clearly addressing it in the Constitution in order to forge a compromise and pass the document.
  10. 10. CATs  Content – Pro/Con Grid  What are the reasons pro and con for passing the Constitution?
  11. 11. CATs  Application – Invented Dialogue  Assume the role of an Anti-Federalist arguing against the passage of the Constitution with James Madison.
  12. 12. CATs  On and On and On……..
  13. 13. CATs  References – Angelo and Cross (1993). Classroom Assessment Techniques, 2nd ed. – Richlin, L. (1998). “Using CATs to Help New Instructors Develop as Teachers”, New Directions For Teaching and Learning. – Parkland College Center for Excellence in Teaching and Learning (2004) “Classroom Assessment Techniques (CATs)” Workshop
  14. 14. CATs  Sources – http://honolulu.hawaii.edu/intranet/committees/F acDevCom/guidebk/teachtip/assess-1.htm – http://honolulu.hawaii.edu/intranet/committees/F acDevCom/guidebk/teachtip/assess-2.htm – http://www.assessment.ilstu.edu/cats/minute_pa per.htm
  15. 15. CATs  Sources (Continued) – http://www.assessment.ilstu.edu/cats/muddiest_ point.htm – http://www.siue.edu/~deder/assess/catmain.htm l – http://www.sinclair.edu/about/assessment/resou rces/index.cfm

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