Assessment Classroom Techniques

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Presentation transcript:

Assessment Classroom Techniques 3-31-14 Tonight’s Agenda: My Powerpoint Dave Ayers – Distance Ed Quality Melissa Bice - Training

Goal - Inventory Without clear goals, we cannot readily assess the effectiveness of our efforts… Are we on course Off course How do we get back on track Purpose is 3-fold: 1)help instructors become more aware of what goals they want to accomplish in individual courses, 2) help instructors locate classroom assessment techniques, 3) provide a starting point for learning goals among instructors

Techniques for assess course-related knowledge and skills (CATs) Background Knowledge Probe Muddiest Point Pro and Con Grid Application Cards Classroom Opinion Polls Focused autobiographical sketches Short simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units or topics. Simplest …students respond to one question. What was the muddiest point in …? Students list pros/cons, costs/benefits, advantages/disadvantages of an issue, question or value of competing claims. Application cards: students generate examples of real-work applications for important principles, generalizations, theories or procedures Students indicate degree of agreement or disagreement with a statement or prompt. Students write a brief description of a successful learning experience they had relevant to the course material.

Other CATs Misconception/Preconception Check Empty Outlines Minute Paper One sentence summary “Who does what to whom, when, where, how, and why?” (WDWWWWHW) Journal Portfolios –gather work over a semester Audio and Videotaped Protocols – students work through a problem solving process and it is captured to allow instructors to assess metacognition (learner’s awareness of an control of thinking)

Rubrics – Online discussion?