Classroom Assessment Techniques


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  • Dr. Thomas A. Angelo, internationally recognized authority on assessment, classroom research, the scholarship of teaching and learning, and college teaching * Reflect on your own course goals, and identify the goals within the list that most closely approximate your own (5 or 6 goals is adequate). * Click on the check boxes next to your goals. * Click on the "Submit" button.
  • Classroom Assessment Techniques

    1. 1. C lassroom A ssessment T echniques March 1, 2007 - Jeanne Vilberg
    2. 2. Overview <ul><li>Introduction to Assessment </li></ul><ul><ul><li>What-When-Why-Where-How </li></ul></ul><ul><li>Classroom Assessment Techniques </li></ul><ul><ul><li>C.A.T. Examples </li></ul></ul><ul><ul><li>Exploring the C.A.T. </li></ul></ul><ul><li>Role of Technology in Assessment </li></ul>
    3. 3. What is it? <ul><li>Way to assess student learning </li></ul><ul><ul><li>What are students learning? </li></ul></ul><ul><li>Way to provide feedback </li></ul><ul><ul><li>Am I meeting my teaching goals? (instructor) </li></ul></ul><ul><ul><li>How am I doing? (student) </li></ul></ul>
    4. 4. When to do it <ul><li>Throughout the semester </li></ul><ul><ul><li>Formative assessments </li></ul></ul><ul><li>At the end of the semester </li></ul><ul><ul><li>Summative assessments </li></ul></ul>
    5. 5. Why do it? <ul><li>Measure students’ understanding </li></ul><ul><li>To make corrections in instructional strategies </li></ul>
    6. 6. Where to do it <ul><li>Inside the classroom </li></ul><ul><li>Outside the classroom </li></ul>
    7. 7. How to do it <ul><li>Formative Assessments </li></ul><ul><li>Summative Assessments </li></ul>
    8. 8. Using the C.A.T. <ul><li>C lassroom A ssessment T echniques </li></ul><ul><ul><li>Field-tested Learning Assessment Guide (FLAG) </li></ul></ul><ul><ul><ul><li>Web site developed by a team from the U.W. Madison for STEM, based on Angelo and Cross’ (1993) C.A.T. </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
    9. 9. Bloom’s Taxonomy <ul><li>Classification system of cognitive domain (Bloom, 1956) </li></ul><ul><li>Cognitive abilities measured from simple to complex </li></ul><ul><ul><li>Knowledge (recall) </li></ul></ul><ul><ul><li>Comprehension (understanding) </li></ul></ul><ul><ul><li>Application (demonstration) </li></ul></ul><ul><ul><li>Analysis (organization of parts) </li></ul></ul><ul><ul><li>Synthesis (draw conclusions) </li></ul></ul><ul><ul><li>Evaluation (assess, judge) </li></ul></ul>
    10. 10. Bloom’s Taxonomy <ul><ul><li>Knowledge </li></ul></ul><ul><ul><ul><li>List the five categories of Bloom’s Taxonomy. </li></ul></ul></ul><ul><ul><li>Comprehension </li></ul></ul><ul><ul><ul><li>Compare the levels in the Taxonomy. </li></ul></ul></ul><ul><ul><li>Application </li></ul></ul><ul><ul><ul><li>Create an activity for each level of Bloom’s Taxonomy. </li></ul></ul></ul><ul><ul><li>Analysis </li></ul></ul><ul><ul><ul><li>Classify the five levels of the Taxonomy from lowest to highest. </li></ul></ul></ul><ul><ul><li>Synthesis </li></ul></ul><ul><ul><ul><li>If you were teaching how to use the Taxonomy, what concepts would be important for understanding? </li></ul></ul></ul><ul><ul><li>Evaluation </li></ul></ul><ul><ul><ul><li>Assess Bloom’s Taxonomy as a useful tool in understanding cognitive ability. </li></ul></ul></ul>
    11. 11. C.A.T. Examples <ul><li>Attitude Survey </li></ul><ul><li>ConcepTests </li></ul><ul><li>Concept Mapping </li></ul><ul><li>Conceptual Diagnostic Tests </li></ul><ul><li>Interviews </li></ul><ul><li>Mathematical Thinking </li></ul><ul><li>Minute Paper </li></ul>
    12. 12. C.A.T. Examples <ul><li>Multiple Choice Test </li></ul><ul><li>Performance Assessment </li></ul><ul><li>Portfolios </li></ul><ul><li>Scoring Rubrics </li></ul><ul><li>SALG </li></ul><ul><li>Weekly Reports </li></ul>
    13. 13. Exploring the C.A.T.s <ul><li>In Groups </li></ul><ul><ul><li>Take 15 minutes to review one or two techniques. </li></ul></ul><ul><ul><li>Be prepared to share your thoughts on how the technique could be used in your course(s). </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
    14. 14. Matching Goals to C.A.T.s <ul><li>Reflect and identify course goals in the list most like your own (5 or 6). </li></ul><ul><li>Click on the check boxes next to your goals, and then click on the &quot;Submit&quot; button. </li></ul><ul><li>A chart of the goals and corresponding CAT(s) will be created. </li></ul>
    15. 15. Role of Technology <ul><li>Blackboard CMS </li></ul><ul><ul><li>Portfolios </li></ul></ul><ul><ul><li>Discussions </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><li>Learning Objects </li></ul><ul><ul><li>Merlot </li></ul></ul><ul><li>Tools </li></ul>Grant Wiggins
    16. 16. Before You Go <ul><li>Minute Paper </li></ul><ul><ul><li>What was the most valuable thing you learned today? </li></ul></ul>“ As you enter a classroom ask yourself this question: If there were no students in the room, could I do what I am planning to do? If your answer to the question is yes, don’t do it.” --Gen. Ruben Cuberok, Dean of the Faculty, United States Air Force Academy