A Classroom Action Research Tool

Outline Define Classroom Action Research (CAR) Some ideas for CARs Define Classroom Assessment Techniques (CAT) Examples How can we put the CAT in the CAR

Personal Reflection Empirical Research CAR

What is Classroom Action Research? “Any systematic inquiry conducted by teacher researchers ... to gather information about how their particular schools operate, how they teach, and how well their students learn.” (Mills, 2003)

7 Step Process (Mettetal) Ask a Question or Identify a problem Review the literature Plan a research strategy Gather data Make sense of data Make decisions about teaching strategies Share findings Give my example

What questions will we ask? 1

Research questions from this Summer’s Institute How do we measure learning while class is on going? How to get my ESL students to ask more questions? (muddiest point, sharing questions) How to get general students to ask more questions?

Research questions from this Summer’s Institute How do we get students to produce well-written professional papers consistently? How do we instill a life long learner attitude in students? How do we develop critical thinking skills in students?

Research questions from this Summer’s Institute How do we get students to utilize lab time to practice skills / do homework? How do we get them to realize they are responsible for their learning? How do we get them to realize the importance of attendance?

Classroom Assessment Techniques CATs Classroom Assessment Techniques

“The primary purpose of assessment is to provide feedback to students and teacher so that learning can be facilitated” McKeachie (2002)

Characteristics of Good Classroom Assessment Learner centered Teacher directed Mutually beneficial Formative Context specific Ongoing Rooted in good teaching practice

CATs are Usually Anonymous Ungraded Short

Background Knowledge Probe May require short answers or be multiple choice Provides a preview of what is to come Can be used pre and post Helps determine baseline knowledge level Memory skills, study skills & habits

CAT definition from Summer Institute – Pre-test A CAT is a method to determine the level of knowledge, the understanding of the knowledge, and the student’s ability to use the knowledge effectively within the parameters of the class

CAT definition from Summer Institute – Post-test A cat is a means of assessing deliverance of material and student learning in a supportive and flexible environment

Half-Minute paper Students take a minute to write down a question or an important point Share with the student next to them Then you ask for oral questions

Student Generated Test Questions (Discipline Specific Knowledge and Skills) What do students think is most important Evaluate methods and materials Learn terms and facts

One-sentence summary Who does what to whom, when, where, how, and why? In a grammatical 1 sentence summary

Analytic Memo (for Higher Order Thinking Skills) 1 to 2 page analysis of a specific problem Uses analytic and writing skills Can be used as a first draft of a graded assignment Time consuming

7 Step Process (Mettetal) Ask a Question or Identify a problem Review the literature Plan a research strategy Gather data Make sense of data Make decisions about teaching strategies Share findings

Muddiest point #2 Give students several minutes at the end of class to write about the muddiest point of the day

Invented Dialogues (Liberal Arts and Academic Values) Helps students synthesize their knowledge of issues 2 levels Use actual quotes Invent reasonable quotes

Group-Work Evaluations (Work and Career Preparation) Detects group problems early Helps students with management and leadership skills, working with others, ability to work productively Emphasis on process

Punctuated Lecture (Personal Development) Stop in mid-lecture Have students reflect on their learning and listening behaviors Students take a minute to write down their reflection anonymously Follow up with a mini-lecture on metacognition

Direct paraphrasing Helps with ones ability to translate highly specialized information into language clients will understand

Application Cards On an index card list 1 real-world application for what we have learned

Resources Cross, P., Angelo T (1993).Classroom Assessment Techniques: A handbook for college faculty, San Francisco: Jossey-Bass McKeachie, W. (2002). McKeachie’s Teaching Tips: Strategies, research, and theory for college and university teachers