Classroom Assessment Techniques
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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 Classroom Assessment Techniques Presentation Transcript

  • C lassroom A ssessment T echniques March 1, 2007 - Jeanne Vilberg
  • Overview
    • Introduction to Assessment
      • What-When-Why-Where-How
    • Classroom Assessment Techniques
      • C.A.T. Examples
      • Exploring the C.A.T.
    • Role of Technology in Assessment
  • What is it?
    • Way to assess student learning
      • What are students learning?
    • Way to provide feedback
      • Am I meeting my teaching goals? (instructor)
      • How am I doing? (student)
  • When to do it
    • Throughout the semester
      • Formative assessments
    • At the end of the semester
      • Summative assessments
  • Why do it?
    • Measure students’ understanding
    • To make corrections in instructional strategies
  • Where to do it
    • Inside the classroom
    • Outside the classroom
  • How to do it
    • Formative Assessments
    • Summative Assessments
  • Using the C.A.T.
    • C lassroom A ssessment T echniques
      • Field-tested Learning Assessment Guide (FLAG)
        • Web site developed by a team from the U.W. Madison for STEM, based on Angelo and Cross’ (1993) C.A.T.
  • Bloom’s Taxonomy
    • Classification system of cognitive domain (Bloom, 1956)
    • Cognitive abilities measured from simple to complex
      • Knowledge (recall)
      • Comprehension (understanding)
      • Application (demonstration)
      • Analysis (organization of parts)
      • Synthesis (draw conclusions)
      • Evaluation (assess, judge)
  • Bloom’s Taxonomy
      • Knowledge
        • List the five categories of Bloom’s Taxonomy.
      • Comprehension
        • Compare the levels in the Taxonomy.
      • Application
        • Create an activity for each level of Bloom’s Taxonomy.
      • Analysis
        • Classify the five levels of the Taxonomy from lowest to highest.
      • Synthesis
        • If you were teaching how to use the Taxonomy, what concepts would be important for understanding?
      • Evaluation
        • Assess Bloom’s Taxonomy as a useful tool in understanding cognitive ability.
  • C.A.T. Examples
    • Attitude Survey
    • ConcepTests
    • Concept Mapping
    • Conceptual Diagnostic Tests
    • Interviews
    • Mathematical Thinking
    • Minute Paper
  • C.A.T. Examples
    • Multiple Choice Test
    • Performance Assessment
    • Portfolios
    • Scoring Rubrics
    • SALG
    • Weekly Reports
  • Exploring the C.A.T.s
    • In Groups
      • Take 15 minutes to review one or two techniques.
      • Be prepared to share your thoughts on how the technique could be used in your course(s).
  • Matching Goals to C.A.T.s
    • Reflect and identify course goals in the list most like your own (5 or 6).
    • Click on the check boxes next to your goals, and then click on the "Submit" button.
    • A chart of the goals and corresponding CAT(s) will be created.
  • Role of Technology
    • Blackboard CMS
      • Portfolios
      • Discussions
      • Journals
    • Learning Objects
      • Merlot
    • Tools
    Grant Wiggins
  • Before You Go
    • Minute Paper
      • What was the most valuable thing you learned today?
    “ 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