classroom assessment techniques
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Classroom
Assessment Techniques
Classroom
Assessment Techniques
March 1, 2007 - Jeanne Vilberg
OverviewOverview
Introduction to Assessment What-When-Why-Where-How
Classroom Assessment Techniques C.A.T. Examples Exploring the C.A.T.
Role of Technology in Assessment
Introduction to Assessment What-When-Why-Where-How
Classroom Assessment Techniques C.A.T. Examples Exploring the C.A.T.
Role of Technology in Assessment
What is it?What is it?
Way to assess student learning What are students learning?
Way to provide feedback Am I meeting my teaching goals?
(instructor) How am I doing? (student)
Way to assess student learning What are students learning?
Way to provide feedback Am I meeting my teaching goals?
(instructor) How am I doing? (student)
When to do itWhen to do it
Throughout the semester Formative assessments
At the end of the semester Summative assessments
Throughout the semester Formative assessments
At the end of the semester Summative assessments
Why do it?Why do it?
Measure students’ understanding To make corrections in
instructional strategies
Measure students’ understanding To make corrections in
instructional strategies
Where to do itWhere to do it
Inside the classroom Outside the classroom
Inside the classroom Outside the classroom
How to do itHow to do it
Formative Assessments Summative Assessments
Formative Assessments Summative Assessments
Using the C.A.T.Using the C.A.T. Classroom Assessment Techniques
Field-tested Learning Assessment Guide (FLAG) Web site developed by a team from the
U.W. Madison for STEM, based on Angelo and Cross’ (1993) C.A.T.
http://www.flaguide.org/
Classroom Assessment Techniques Field-tested Learning Assessment
Guide (FLAG) Web site developed by a team from the
U.W. Madison for STEM, based on Angelo and Cross’ (1993) C.A.T.
http://www.flaguide.org/
Bloom’s TaxonomyBloom’s Taxonomy Classification system of cognitive domain
(Bloom, 1956) Cognitive abilities measured from simple
to complex Knowledge (recall) Comprehension (understanding) Application (demonstration) Analysis (organization of parts) Synthesis (draw conclusions) Evaluation (assess, judge)
Classification system of cognitive domain (Bloom, 1956)
Cognitive abilities measured from simple to complex Knowledge (recall) Comprehension (understanding) Application (demonstration) Analysis (organization of parts) Synthesis (draw conclusions) Evaluation (assess, judge)
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
Bloom’s TaxonomyBloom’s Taxonomy Knowledge
List the five categories of Bloom’s Taxonomy. Comprehension
Compare the levels in the Taxonomy. Application
Create an activity for each level of Bloom’s Taxonomy. Analysis
Classify the five levels of the Taxonomy from lowest to highest. Synthesis
If you were teaching how to use the Taxonomy, what concepts would be important for understanding?
Evaluation Assess Bloom’s Taxonomy as a useful tool in understanding
cognitive ability.
Knowledge List the five categories of Bloom’s Taxonomy.
Comprehension Compare the levels in the Taxonomy.
Application Create an activity for each level of Bloom’s Taxonomy.
Analysis Classify the five levels of the Taxonomy from lowest to highest.
Synthesis If you were teaching how to use the Taxonomy, what concepts
would be important for understanding? Evaluation
Assess Bloom’s Taxonomy as a useful tool in understanding cognitive ability.
C.A.T. ExamplesC.A.T. Examples
Attitude Survey ConcepTests Concept Mapping Conceptual Diagnostic Tests Interviews Mathematical Thinking Minute Paper
Attitude Survey ConcepTests Concept Mapping Conceptual Diagnostic Tests Interviews Mathematical Thinking Minute Paper
http://www.flaguide.org/cat/cat.php
C.A.T. ExamplesC.A.T. Examples
Multiple Choice Test Performance Assessment Portfolios Scoring Rubrics SALG Weekly Reports
Multiple Choice Test Performance Assessment Portfolios Scoring Rubrics SALG Weekly Reports
http://www.flaguide.org/cat/cat.php
Exploring the C.A.T.sExploring the C.A.T.s
In Groups Take 15 minutes to review one or two
techniques. Be prepared to share your thoughts
on how the technique could be used in your course(s).
http://www.flaguide.org/cat/cat.php
In Groups Take 15 minutes to review one or two
techniques. Be prepared to share your thoughts
on how the technique could be used in your course(s).
http://www.flaguide.org/cat/cat.php
Matching Goals to C.A.T.sMatching Goals to C.A.T.s
Reflect and identify course goals in the list most like your own (5 or 6).
Click on the check boxes next to your goals, and then click on the "Submit" button.
A chart of the goals and corresponding CAT(s) will be created.
Reflect and identify course goals in the list most like your own (5 or 6).
Click on the check boxes next to your goals, and then click on the "Submit" button.
A chart of the goals and corresponding CAT(s) will be created.
http://www.flaguide.org/goals/goaltab.php
Role of TechnologyRole of Technology
Blackboard CMS Portfolios Discussions Journals
Learning Objects Merlot
Tools
Blackboard CMS Portfolios Discussions Journals
Learning Objects Merlot
Tools
Grant Wiggins
Before You GoBefore You Go
Minute Paper What was the most valuable thing
you learned today?
Minute Paper What was the most valuable thing
you learned today?
“As you enter a classroom ask yourself this question: If there were no students in the room, could I do what I am planning to do? If your answer to the question is yes, don’t do it.”
--Gen. Ruben Cuberok, Dean of the Faculty, United States Air Force Academy
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