Flipping CATs into BATs Turning Classroom Assessment techniques (CATs) into Bimodal Assessment Techniques (BATs) so they can be used both in and out of the classroom to document learning. Dale L. Mort, Ph.D. Assoc. Vice President Institutional Effectiveness dmort@lbc.edu www.lbc.edu/about/institutional-effectiveness/index

Pre-Assessment How many are familiar with Classroom Assessment Techniques? How many have used CATs before? Can anyone explain or give an example of a CAT? How many are familiar with the Flipped Classroom? How many have used the Flipped Classroom before? Can anyone explain what the Flipped Classroom is all about? 2

The Flipped Classroom A flipped classroom can be viewed many different ways by many different people. There are as many varieties of a flipped classrooms as there are facilitators of flipped classrooms. Most will agree that flipping the classroom involves making at least some in-class activities (lecture, videos, presentations, demonstrations) out-of-class activities and using the class time to engage in collaborative learning that reinforces and elaborates upon what is being learned out of class. What does a flipped classroom look like to you? CLICK 3

The Flipped Classroom According to Educause, “The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.” Educause (2012). 7 Things You Should Know About Flipped Classrooms. Retrieved 2/2/2017 from https://net.educause.edu/ir/library/pdf/eli7081.pdf 4

Assessing Student Learning Occurring Outside of Class Out-of-Class Learning Activity Classroom Assessment Technique Bimodal Assessment Technique Lecture videos Videos of presentations/ demonstrations OTHERS?

How long has the Flipped Classroom been around? Less than 10 years Between 10 and 20 years Between 20 and 30 years Over 30 years 6

The Flipped Classroom Cynthia J. Brame of Vanderbilt University cites Barbara Walvoord and Virginia Johnson Anderson as one of the first to promote a flipping the classroom approach. In their Effective Grading (1998), they propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class. Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved 2/1/2017 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the- classroom/ 7

The Flipped Classroom inquire about lecture clarify content The Educause article describes the in-class portion of the teaching/learning process with terms and phrases like: Assess comprehension Answer questions Augment with activities and additional resources Allow adequate time for student input Analyze alternative views Assimilate for application. Assign/Preview Homework 1994 Accelerated DCP inquire about lecture clarify content active learning hands-on activities student engagement applying knowledge application of concepts 2012 Flipped Classroom Assign/Preview Homework making the connections to that class period 8

The Flipped Classroom By the time LBC started its program in 1994, DCPs had been around for over ten years. Spring Arbor began offering its first DCP for adult learners in 1981. What one thing sets apart the ‘modern age’ of the flipped classroom? You might call the accelerated degree completion program the Neanderthal period of the flipped classroom. 9

Classroom Assessment Techniques Naturally, flipping the classroom not only impacts how the learning is acquired, but also how the learning is assessed. In Classroom Assessment Techniques: A Handbook for College Teachers, Thomas A. Angelo and K. Patricia Cross have assembled 50 assessment techniques specifically designed for use in the classroom. While many of these techniques can be used as is via an online format, many need adjustment and revision to be better suited for feedback through electronic means.   10

Classroom Assessment Techniques  Since much of the instruction is taken out of the classroom and placed online, it frees up a lot of class time. Some of this time can be used to assess student learning that took place outside of the classroom. What are some CATs you currently use or can use to assess the students’ out-of-class learning? 11

Assessing Student Learning Occurring Outside of Class Out-of-Class Learning Activity Classroom Assessment Technique Bimodal Assessment Technique Lecture Presentations/ Demonstrations

The Flipped Classroom While taking some of the instruction out of the class period does free up some time, as we saw earlier, striving for all “A”s in the classroom can still be time-consuming. So moving some of the “assess for comprehension” activities out of the classroom would also be helpful. Beside the time factor, what are some other reasons you may want to assess out-of-class learning prior to the next class period? 13

The Flipped Classroom While many of the CATs that we currently use can be used out of the classroom, many need to be modified for such use. Therefore, teachers are finding the need to morph their classroom assessment techniques (CATs) so they can be used both in and out of the classroom to document learning, i.e. BATs (bimodal assessment techniques). 14

Bimodal Assessment Techniques While there are quite a few resources which address formative assessment of student leaning in the in-class portion of the flipped classroom (see resources at end of presentation), there are fewer resources that address assessing student learning from out- of-class activities. 15

Bimodal Assessment Techniques Robert Talbert uses the term “preformative” assessment to describe assessments used in the out-of-class portion of a flipped classroom. “In addition to the usual categories of formative and summative assessments, flipped learning environments have a special third kind of assessment that I call ‘preformative.’ This refers to assessments given while students are learning new material independently, before any group interaction has taken place.” 16

Bimodal Assessment Techniques “Preformative assessment gives a reliable idea of what students have learned before the all-important group space activities you have planned. Preformative assessments can serve not only as data-gathering opportunities but also as learning experiences.” Talbert, R., (2015). Four Assessment Strategies for the Flipped Learning Environment. Retrieved 2/3/2017 from http://www.facultyfocus.com/articles/blended-flipped-learning/four- assessment-strategies-for-the-flipped-learning-environment/ 17

Bimodal Assessment Techniques Currently the literature 1 talks about using the following for assessing student understanding/ learning from out-of-class activities. Online quizzes Worksheets Writing assignments What other preformative assessments do you use to assess online instructional activities? 1 Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved 2/1/2017 from http://cft.vanderbilt.edu/guides-sub- pages/flipping-the-classroom/ 18

Assessing Student Learning Occurring Outside of Class Out-of-Class Learning Activity Classroom Assessment Technique Bimodal Assessment Technique Lecture Online Quizzes Writing Assignments Presentations/ Demonstrations Worksheets

Flipping CATs into BATs Name How It's Done How to Use One-Minute Paper During last few minutes of class period, ask students to use a half-sheet of paper and write "Most important thing I learned today and what I understood least."   Review before next class meeting and use to clarify, correct, or elaborate. Use as is? Modifiable? How? Benefit to student? Benefit to peers? Benefit to you?

Flipping CATs into BATs Now, individually or in dyads or triads, do the same analysis on one of the Course Knowledge & Skills CATs, preferably one you currently use in class. Share Now, individually or in a different dyad or triad, if convenient, do the same analysis on one of the Attitudes, Values & Self-Awareness CATs, preferably one you currently use in class. 21

Any questions or additional thoughts? 22

Post-Assessment What is one take-away from today’s session? 23

Resources Four Assessment Strategies for the Flipped Learning Environment http://www.facultyfocus.com/articles/blended-flipped-learning/four-assessment-strategies-for-the-flipped-learning-environment/ Practical formative assessment strategies for the flipped classroom. Let’s do this! http://flglobal.org/practical-formative-assessment-strategies-for-the-flipped-classroom-lets-do-this/ Flipping the classroom http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ 7 Things You Should Know About Flipped Classrooms https://net.educause.edu/ir/library/pdf/eli7081.pdf 24

Flipping CATs into BATs

The Flipped Classroom While many of the CATs that we currently use can be used out of the classroom, many need to be modified for such use. Therefore, teachers are finding the need to morph their classroom assessment techniques (CATs) so they can be used both in and out of the classroom to document learning, i.e. BATs (bimodal assessment techniques). 12

Classroom Assessment Techniques