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Classroom Assessment Techniques in Higher Education Teaching

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Introduction to Classroom Assessment Techniques for teaching in higher education. Lesson plan that accompanies these slides can be found at isabeauiqbal.ca (resources section).

Introduction to Classroom Assessment Techniques for teaching in higher education. Lesson plan that accompanies these slides can be found at isabeauiqbal.ca (resources section).

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Classroom Assessment Techniques in Higher Education Teaching

  1. 1. Classroom Assessment Techniques in Higher Education Teaching Instructional Skills Workshop Theme Session Day 3 1 Prepared by Isabeau Iqbal, PhD for Instructional Skills Workshop Theme Session at UBC Centre for Teaching, Learning and Technology
  2. 2. Classroom assessment techniques 2
  3. 3. Learning objectives By the end of this session, learners will be able to: • Recall at least 2 principles of CATs • Name 2 or more benefits of CATs for instructors and students • Identify at least 2 CATs that they can use in their teaching 3
  4. 4. Classroom assessment techniques 1. Formative assessment for improvement of teaching and student learning 2. Any size class 3. Students: think about what they have learned 4Jeremy Wilburn: https://flic.kr/p/9gL2FY
  5. 5. Classroom assessment techniques 4. Can be used by instructors every class 5. Quick to design and implement 6. Use information immediately 5
  6. 6. CATs can assess… 1. prior knowledge 2. course-related knowledge, recall and understanding 3. analysis and critical thinking skills https://flic.kr/p/7fDJwS
  7. 7. CATs can assess… 4. students’ awareness of their attitudes and values 5. skills in synthesis and creative thinking 6. student reactions to teaching, class activities and materials 7
  8. 8. Jigsaw 8Photo: David Eccles, https://flic.kr/p/77WXoE
  9. 9. In your same coloured groups, discuss: • Your thoughts about this CAT –Benefits? –Challenges? • How might you use this CAT in your teaching? 9
  10. 10. In your multi-coloured groups, • Provide an explanation, in your own words, of how the CAT works: –Briefly address anticipated benefits and challenges of using • Give one example of how this might be used in teaching 10
  11. 11. 11 Photo by Moyan Brenn. Reflections. https://flic.kr/p/kR9oZt
  12. 12. One Minute Paper What are the 2 most central things you learned in the session? What question(s) remain uppermost in your mind? 12
  13. 13. Learning objectives By the end of this session, you will be able to: • Recall at least 2 principles of CATs • Name 2 or more benefits of CATs for instructors and students • Identify at least 2 CATs that you could use in your teaching 13
  14. 14. Recommended resource Classroom Assessment Techniques: A Handbook for College Teachers by Thomas A. Angelo and K. Patricia Cross (Jossey-Bass, 1993). 14
  15. 15. 15 Brian Costelloe, https://flic.kr/p/nN7ni Thank you! Well-done

Editor's Notes

  • See Resources Section at isabeauiqbal.ca for lesson plan
  • Bridge: (1 min)
    Would you agree that as an instructor, one of your goals is to promote student learning...(whether by using objectives, increasing engagement etc)?
    Unfortunately, even the most dedicated and well-organized instructor regularly discovers that her students haven’t learned what she intended them to learn.
    With that reality check in mind, I want to welcome to the Day 3 theme session on CATs.
     
    Pre-test: (5 mins)
    Ask learners:
    Has anyone heard of CATs?
    (if yes) Can anyone take a crack at offering a definition of CATs?
    Which ones have you heard of?
    Which ones do you already use?
  • 1. Are a type of formative assessment used by the instructor for the improvement of teaching and student learning.
    2. Can be used in any size class
    3. Help students to think about what they have learned
    4. Can be used by instructors every class
    5. Are often quick to design and implement
    6. Produce information that you can use immediately, in your course.
  • 1. Are a type of formative assessment used by the instructor for the improvement of teaching and student learning.
    2. Can be used in any size class
    3. Help students to think about what they have learned
    4. Can be used by instructors every class
    5. Are often quick to design and implement
    6. Produce information that you can use immediately, in your course.
  • The exercises are divided into three categories: 1) techniques for assessing course-related knowledge and skills (prior knowledge, understanding, application, analysis, synthesis, and problem-solving), 2) techniques for assessing student attitudes, values, and self-awareness as learners, and 3) techniques for assessing student reactions to instruction and course content.
  • Jigsaw Information:
     
    Directed paraphrasing (see 1 page handout)
    One-sentence summary. See p.2 of http://www.ncicdp.org/documents/Assessment%20Strategies.pdf
    Application cards. See p.5 http://www.northernc.on.ca/leid/docs/ja_assesstech.pdf
    Listing. Use information on p.5 http://www.northernc.on.ca/leid/docs/ja_assesstech.pdf
    Student-generated test questions. See p.4/7 of: http://www.ncicdp.org/documents/Assessment%20Strategies.pdf
    Memory matrix. Use information on page 6: http://www.northernc.on.ca/leid/docs/ja_assesstech.pdf with example from: https://tlc.provost.gwu.edu/memory-matrix
  • ×