Using Classroom Assessment Techniques to Enhance Active Learning Marsha Huber, Ph.D., CPA Youngstown State University Brown Bag Sept. 19, 2013 1

Who am I? Marsha Huber Associate Professor of Accounting Teaching - 26 years Discovered CATs in 2006 2

How I got involved Attended 2-day accreditation assessment seminar in 2005 An interterm campus seminar on “significant learning” with Dee Fink in December, 2005 Center for Teaching and Learning sponsored a seminar at Otterbein University on “CATs and student learning – is it working?” in 2006. Dissatisfied with what I was seeing and experiencing as a professor in the classroom.

The Journey Take you on a journey that will help you use CATs to improve student learning: Introduce you to Classroom Assessment Techniques (CATs) Find out what you’ve been using Help you design CATs to gain understanding of your students’ thinking and learning (or lack thereof). Learn how to “close the loop” by providing timely feedback to students. Provide you with examples of practical CATs that can be used to revise courses as well as creating a new CAT with a feedback loop. Dave will discuss history of our work in this area … Teaching and Learning Center … and why we are doing this.

Angelo & Cross

Classroom Assessment Technique What is a CAT? Classroom Assessment Technique

Coined as CATs by Angelo & Cross in 1993 What is a CAT? Coined as CATs by Angelo & Cross in 1993 “An ongoing process aimed at understanding and improving student learning”

Classroom Assessment Techniques (CATs) CATs are “feedback devices,” instruments that faculty can use to find out how much, how well, and even how students are learning what they are trying to teach. (Angelo & Cross, p. 25)

How: Be SMART Systematic – ongoing throughout the term Measureable – assessing a learning goal Appropriate – congruent to that learning goal Relevant – meaningful to the instructor and student Timely – implemented at right times w/ feedback

Pointer #1: Shift in Emphasis The shift in education is from a “teaching” paradigm to a “learning” paradigm. We are to assess student learning – document it, explain problems, and improve performance.

Pointer #2: Shift in Responsibility Active learning – responsibility for learning is shifted to the learners. Learners need to be engaged in their learning which involves motivation and attitudes.

Pointer #3: Shift in Activities Students - from observing and listening to doing and saying. Faculty - requires planning & involvement. Means students receive complete, timely, and appropriate feedback.

What are some CATS you have used?

Types of CATs Tell me about me Tell me about you Teacher-centered Student-centered

Relational CATs Open doors of communication Help me become a better teacher Help students become the authors of their learning

The CAT Feedback Loop Faculty Responsibility: Improving Teaching Student Responsibility: Improving Learning The CAT Feedback Loop Shared Responsibility

When? SMART Systematic – throughout the term Beginning During At the End

First Day of Class - CAT #1 Assessing Prior Knowledge CAT #1 – helps you understand your student population What year are they? Who are their majors? What prior classes did they have? What do they know about accounting so far? How are they feeling about the class?

CAT #1: Assessing Student Prior Knowledge 1. Have you had accounting in high school? Yes No 2. Have you had a college accounting level course? (Dropped it or are retaking it) 3. Have you (or do you) work in an accounting-related field? If yes, please describe: 4. Have you ever heard of financial statements before this first class? Never heard of this Have heard of it, but do not know what it means Have some idea of what it means, but am no too clear Have a clear idea of what this means and can explain it 5. Have you ever heard of the Sarbanes Oxley Act? 6. Have you ever heard of debits and credits? 7. Have you ever heard of financial ratios? 8. Have you ever heard of journal entries? 9. Have you ever heard of internal controls? 10. Have you ever heard of the auditors report? 11. What is your motivation level to take this class at this time? I am not motivated at all and wish it was not a requirement I have minimal interest in this class I am moderately interested I am very motivated and can’t wait to get started Write your feelings about taking this class this term: What are your feelings now after the first day of class:

Results for CAT #1 For an introductory accounting class: Accounting in high school – few had it in high (change from classes 10 years ago) Prior college class – 10% are retaking it Work in an accounting-related field – a few Prior knowledge of certain accounting topics – most have very little, but there are always a few that have a pretty good knowledge Motivation level – moderate to high Feelings that first day – anxiety, fear, want to get a good grade, excited Used later as a pre-test, post-test

Your first CAT Group Activity 1: develop a new “prior knowledge” CAT for the first day of class Key: Must be easy and fast Set the tone Fast feedback

Ideas for CATS from YSU Group What are you career goals? Where do you see yourself in 5 years? Bloom evaluation from beginning and end What is going to put a smile on your face besides earning a good grade or the class being over? Pre-tests for assessment purposes Rate your interest in the various concepts in the class What would you change about the syllabus? “+ and –” What is your learning style preferences? Delivery? Presentation? Write definitions and roles of the discipline (pre and post)

CAT (beginning of term) Timekeeper (#2) Setting expectations Communicating correlations

CAT #2: Timekeeper Week 1 Total Sun Mon Tues Wed Thurs Fri Sat Studying/Reading Homework Studying for Tests Midterm thoughts: How well do you think you used your time during the first half of the term? What things will you change for the second half of the term? Final thoughts: Were you able to make the changes you wanted to during the term? How might you improve your time management for future accounting classes? What suggestions would you make to future students about time management in future terms?

CAT (During the term) Daily/Weekly CAT Friend CAT (#3) Muddiest/clearest point paper Clickers – immediate feedback Walking around the classroom Friend CAT (#3) Write evaluation of student explanation of financial statements

CAT (During the term) Team CAT (#4) Formative review of preparation, problems, and participation Student Assessment of “best models” Let them assess themselves

Midterm and End of Term Mid-term Intervention The Director of our Center for Teaching and Learning holds a focus group discussion with my students Reflection Paper at midterm and end Reflection Papers (#5) Ranking learning experiences Are they getting it? Are they making the connections?

CAT (At the end) Day Traditional Class Consensus Exercises (first day of class) 3.58 Interview with business person and in-class model development 3.50 Clicker use 4.42 Working in groups 4.38 Reading the text 3.54 Doing Homework problems in the book 4.71 Lectures 3.79 Friend questionnaire exercise 3.29 Practice exam 4.63 Midterm examination 4.33 Evening Non-Traditional Class 3.11 3.33 3.67 4.00 4.67 4.56 4.72

Which learning experience helped you IMPROVE the following personal competencies the most?   Doing Homework Interview Project Solving Case Studies Developing Pamphlets Studying for Tests Setting up Panels Reflection Papers Ethical behavior  x Effective problem-solving Decision-making skills To effectively lead To work productively with others Project management Written communication skills

Value Added CAT (#6)

Value Added CAT

What CAT can you add to your classes? Group Activity #2 What CAT can you add to your classes?

Don’t be a Scaredy CAT Asking what you always wanted to know, but were afraid to hear!

The “Ask” CAT

The “Ask CAT” Why did you fail the exam? Responses:

The “Ask” CAT What surprised you about the on-line quizzes? Responses:

The “Ask” CAT Did you feel your grade reflected your work? Responses:

Group Activity #3 Create a new “Ask” CAT – discuss what questions you would like answers for:

Reflection What concepts or ideas will you remember the most after you leave this session? Reflect upon the most interesting thing you learned today. What will you be changing as a result of this workshop?

Concluding Remarks For best results, assessment is an integral part of learning. The purpose is to minimize disconnects and frustration as we improve student learning. My experience is that it works! Assessment brings new life to each class.