1. Few people know this about penguins . . . .
There are in penguin colonies those who are among the most revered . . .
It can be a mother who brings many new ones into their frozen world . . .
It can be the leader of the colony, who has led with wisdom and tolerance
And when these special penguins pass on, the colony together, using their flukes repeatedly, dig a hole in a soft spot in the ice
They bury the revered one, gather around to pay homage,

2. And they sing . . .
Freeze a jolly good fellow, freeze a jolly good fellow !

3. Let’s start with a few premises:
This is YOUR workshop
All questions are good questions
We are all here to learn from each other
The best AIA sessions have been where lively conversations take place!

5. So What is Assessment?
The informal and formal gathering of student data to assess student learning.
“Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning” (Angelo & Cross, 1998)

6. Partner Prediction: Predict the relationship between assessment and student learning in the classroom.
“The research reported here shows conclusively that assessment does improve learning.”
“The gains in achievement appear to be quite considerable among the largest ever reported for educational interventions.” (Black, P., William, D.,1998)

7. Why Assessment?
Marzano, R.M. (2006)

8. Assessment in Action CATS Workshop Formative Cooperative Learning
Communication
Cooperative Learning
CATS Workshop

10. Assessment, Continued FORMATIVE ASSESSMENT:
Used before or while instruction is occurring
Information gathered by teacher to inform instruction
SUMMATIVE ASSESSMENT:
Information gathered at the end of “an instructional episode”(Marzano, 2010) for purpose of judging outcome

11. Formative Assessments
Brainstorm in Small Groups and Share out (talking tokens)

12. Formative vs. Summative (in the classroom)
Formative Assessments
Questions (no hands, teacher randomly calls on students)
Item Analysis (after homework grading, quizzes, etc.)
Clickers (periodically after key points in presentations)
Homework (if teacher uses to assess whether students learned the objective)
Quizzes
Mini-whiteboards
Pretests
Scanning the class to assess comprehension (Radar!)
Discussion board responses
Note sheets incorporating periodic comprehension checks
Summative Assessments
End of unit tests
Mid-Term and final exams
State and national tests
Accreditation tests

13. Which is More Powerful – Formative or Summative?
In Black and Williams (1998) meta-analysis of some 250 studies . . .
The most powerful feedback/assessment strategy is FORMATIVE
And it is at it’s strongest when it informs the teacher and the student.

15. Obtrusive vs. Unobtrusive
Formative Assessment
Obtrusive
Unobtrusive
(Marzano, et. al., 2013)

16. Formative Assessment – A Brain Tickler!
Partner Prediction: What is obtrusive formative assessment?
Obtrusive Assessment = interruption of the flow of intruction

17. Obtrusive Assessment Purposeful interruption of flow of instruction
Paper-and-pencil test or quiz
Demonstration (teacher or student)
Oral report (student)
Constructed conversation
Presentation (teacher or student)
Use of mini-whiteboards
Note-taking interruption with task (e.g. Cornell Notes)
In-class item analysis
Use of clickers in Ppt presentations

18. Unobtrusive Assessment
Does not interrupt flow of instruction
Teacher observation
Use of proximity
Guided questions during group work
Observation of individual student or student interactions in groups, with feedback
Importance of teacher circulation

19. Teaching Assessment Tip – Circulate!
Mix Pair Share: Why circulate?
Break the plane
Full access required
Engage while circulating
Move systematically but unpredictably
Position for power
Lemov, D. (2009)
Bottom line about circulation
Necessary component of unobtrusive assessment
Effective classroom management tool

20. Assessment & FEEDBACK Formative vs. Summative
Formative – Used while instruction is occurring to INFORM instruction
Informal: Body language,
eye contact, questions
More formal
Homework
Quizzes
Exams
Summative – unit, semester, end of year
Help to judge overall student success, curricular decisions

23. The EMCC Assessment Cycle

24. Communication – We Want You!**

25. General Abilities - Communication
Gen Ed Abilities Assessment Fall 2016
Two General Areas Measured
Vocal Delivery
Physical Delivery
Easy to Use Evaluation Form and Clear Rubrics developed by Communication Faculty Roselyn Turner and Cheri Hebert
Can be done any time throughout the semester
Did more information
Please Volunteer
1st Gen Ed Ability that will be in Cycle 3

26. Physical Delivery
Communication
Rubric

27. Vocal Delivery
Communication
Rubric

28. Score Sheet

30. SAAC Co-Chairs Becky Baranowski and Pete Turner
Cooperative Learning
SAAC Co-Chairs
Becky Baranowski and Pete Turner

31. Comprehensive Assessment Tracking System (CATS)

32. Five UNDERLYING PRINCIPLES
1. Faculty are more likely to change their teaching practices and strategies through the influence of their peers than through administrative dictum or externally imposed professional development (Huber, 2012; Reeves, 2008; Turner, 2013).

33. Five UNDERLYING PRINCIPLES
2. Faculty (and leaders) who care about student learning have a persistent discomfort with the status quo (DuFour & DuFour, 2006; O’Banion, 2007; Wilson, 2010).

34. Five UNDERLYING PRINCIPLES
3. Frequent formative assessment with feedback is one of the most viable, research-backed techniques to optimize student learning (Angelo & Cross, 1993; Black & William, 2008; Marzano, 2006)

35. Five UNDERLYING PRINCIPLES
4. The Action Research Cycle, employed both formally and informally, is the most effective vehicle for implementing, assessing, and reforming instructional techniques to maximize student learning (Mertler, 2009; Mills, 2007; Reeves, 2008; Stringer, 2007; Turner, 2003)
Plan
Act
Observe/
Assess
Reflect

36. Five UNDERLYING PRINCIPLES 5. Innovation
What CATS is
Features
Navigation
CATS Scan
Five UNDERLYING PRINCIPLES 5. Innovation
5. Innovative faculty are a major vehicle for positive change on a community college campus when the innovative practice(s) can be shared (Shugart, 2011; Turner, 2013, Wilson, 2002).

38. Now let’s get to CATS!

39. CATS Scavenger Hunt Locate CATS page Log on
Search for CATS submissions in your division
Search the most recent CATS of the month winners
Search for CATS that focus on online courses
Rate and comment on two different CATS
Completing the Cycle check list
Creation of CATS

40. References
Angelo, T.A. & Cross, K.P. (1998). Classroom assessment techniques: A handbook for
college teachers (2nd Ed.). San Francisco: Jossey-Bass.
Black, P., and William, D. (1998). Assessment and classroom learning. Assessment in
Education, 5(1), 7-75.
DuFour, R. & DuFour, R. (2006). Learning by doing: A handbook for professional learning
communities at work. Bloomington, IN: Solution Tree.
Huber, M.T. (2008). The promise of faculty inquiry for teaching and learning basic skills. A Report
from the Carnegie Foundation for the Advancement of Teaching: Strengthening Pre-Collegiate
Education in Community Colleges. Retrieved from:
Lemov, D. (2009). Teach like a champion: 49 techniques that put students on the path to
college. San Francisco: Jossey-Bass
Marzano, R. (2006). Classroom assessment and grading that work. Alexandria, VA:
Association for Supervision and Curriculum Development.
Marzano, R.J. (2010). Formative assessment & standards-based grading. Bloomington,
IA: Marzano Research Laboratory
Marzano, R.J., Yanoski, D.C., Hoegh, J. K., Simms, J. A. (2013). Using Common Core Standards to enhance
instruction and assessment. Bloomington, IN: Marzano
Research Laboratories.
Mertler, C. (2009). Action research: Teachers as researchers in the classroom (2nd ed.). Thousand Oaks, CA: Sage.
Mills, G.E. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson.
O'Banion, T. (2007). Leadership for learning. Community College Journal, 78(2), Retrieved from Research Library. (Document ID: ).
Ormiston, Meg (2011). Creating a digital-rich classroom: Teaching & learning in a Web 2.0
World. Bloomington, IN: Solution Tree.
Reeves, D. B. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: Association for Supervision and Curriculum Development.
Shugart, S. (2012). From an interview with Northcentral University Doctoral Candidate
Peter Turner on July 18.
Stringer, E.T. (2007). Action research (3rd ed.). Thousand Oaks, CA: Sage.
Turner, P. (2013). Informal faculty leadership that transforms: Evidences and practices for the Learning College. Dissertation, Northcentral University.
UMI #
Turner, R. (2003). A pragmatic approach to educating: Connecting problem-based learning to Service Learning. Dissertation, Capella University.
UMI #
Wilson, C. (August 23, 2010). From a telephone interview conducted by Peter Turner, Doctoral candidate, Northcentral University; and Learning College Project
Director at the League for Innovation in the Community College.