How can we use CATs in tutoring? Lee Helbert-Gordon Director, Institutional Research & Student Success Center Prairie State College

What is a CAT? Classroom Assessment Technique

Definition of CAT  It allows instructors to do an assessment of what students are learning.  It answers the basic question of all outcomes assessment, which is “I am teaching, what are my students learning?”  It is usually anonymous and not graded.  It provides immediate feedback to the student on their learning.

Purpose of CATs “Classroom Assessment Techniques empower both teachers and their students to improve the quality of learning.” (Angelo & Cross, pg. 4)

So the question is: How should we use CATs for tutoring?

Answer: CATs should be used for the same purpose that we use them in in the classroom - to uncover the “gaps” in student learning.

Use in group tutoring to determine how much the students in the group have learned. to determine how much the students in the group have learned.

Use for One on One Tutoring an initial assessment at the beginning of tutoring sessions to see what the student knows/has learned to set a framework for the tutoring session an initial assessment at the beginning of tutoring sessions to see what the student knows/has learned to set a framework for the tutoring session

Ideal Tutoring Situation vs. Real Tutoring Session  student comes in to tutoring session having taken a CAT from a particular course in which the teacher has given feedback on their weak areas - “gaps”  tutor and student work on weaknesses discovered by classroom feedback to improve student’s learning  student comes to tutoring session because they are failing course &/or having problems with homework - don’t know what they don’t know  tutor has to try to fill unknown “gaps” IdealReal

Characteristics of Effective CATs  Learner-centered  Tutor directed  Mutually beneficial  Formative  Context-specific  Ongoing  Rooted in Good Teaching Practices

Learner-Centered  focus is shifted from tutoring to student learning  assumption that both the tutors and students being tutored are learners that need to make changes in order to improve and impact learning

Tutor-directed  no rules for assessment  tutor decides when, how and what to assess

Mutually Beneficial  students - get to reinforce their understanding of material or lack thereof.  tutors - get to sharpen focus and look at the essential questions, “I am tutoring, what are my students learning,” “What are the essential skills my students need to learn to be successful,” and “Am I effectively communicating the information that needs to be learned?”

Formative  shapes learning while it is occurring  provides feedback in order to make change in learning

Context-specific  addresses the needs of tutors, students and discipline  because of the complex nature of all three, CATs require a little flexibility

Ongoing  immediate feedback is essential  give suggestions for improvement  review material which the student found difficult

Rooted in Good Tutoring Practice  CATs attempt to build on good practice by making it more systematic, flexible and effective  uncovers gaps between existing learning and teaching and attempts to fill them

Types of CATS tutors could use

Background Knowledge Probe  gives general information on the level of preparation the student has had  sometimes asks for courses that students have taken in sequence  multiple choice, short answer format

Misconception/Preconception Check  assesses prior knowledge  adds detail of knowledge or beliefs that could hinder the students learning

Memory Matrix  two dimensional diagram  rows and headings given while boxes left blank  allows student to show recall of course material  allows comparison/ contrast of 2 or more ideas, facts, principles

Minute Paper/Muddiest Point  similar to Minute Paper, but focuses on “unclear” material.  gives written feedback on importance of information, what questions still remain, what is still unclear

Pros vs. Cons Grid  helps student think clearly about decision, argument or idea  good prewriting activity for argument or persuasion paper ProsCons Organize content Set in a grid Lays out paper Paper not written Good pre- writing activity

Problem Recognition Tasks  helps student make connections between problem types and solution methods in various disciplines  helps students recognize the types of problems a case study or example represents

Paper Prospectus  brief, structured first draft for a paper or project  asks: –title –purpose –major questions –plan to complete –resources needed –concerns left

Interest/Knowledge/Skills Checklist  uses list from traditional commercial interest/skill inventory checklists  assesses current skills and knowledge as well as level of interest

Self-Assessment of Ways of Learning  gives prompts for students to read which describe different learning styles and approaches to learning  students choose prompts that most resemble their behaviors and learning approaches  allows students to assess their own learning styles

 Please go to the Discussion Board and respond to the prompt you will find for this module.  Thank you. So how can You use CATs for Tutoring?