1. A Classroom Action Research Tool

2. 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

3. Personal
Reflection
Empirical
Research
CAR

4. 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)

5. 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

6. What questions will we ask?1

7. 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?

8. 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?

9. 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?

10. Classroom Assessment Techniques
CATs
Classroom Assessment Techniques

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

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

13. CATs are
Usually
Anonymous
Ungraded
Short

14. 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

15. 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

16. 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

17. 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

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

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

20. 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

21. 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

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

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

24. 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

25. 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

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

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

28. 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