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

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

3. 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.

4. 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.

5. Angelo & Cross

6. Classroom Assessment Technique
What is a CAT?
Classroom Assessment Technique

7. 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”

8. 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)

9. 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

10. 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.

11. 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.

12. 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.

13. What are some CATS you have used?

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

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

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

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

18. 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?

19. 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:

20. 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

21. 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

22. 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)

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

24. 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?

25. 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

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

27. 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?

28. 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

29. 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

30. Value Added CAT (#6)

31. Value Added CAT

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

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

34. The “Ask” CAT

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

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

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

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

39. 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?

40. 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.