classroom assessment techniques (cats)inside.mines.edu/userfiles/file/assessment/cats.pdf ·...
TRANSCRIPT
![Page 1: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/1.jpg)
Classroom Assessment Techniques
(CATs)
Kay Schneider
Director of Assessment
![Page 2: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/2.jpg)
Learning Outcomes
for Today’s Session
Participants will:
1. Identify classroom assessment techniques that
faculty could use in one of their courses.
2. Identify best practices related to the
implementation of CATs.
![Page 3: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/3.jpg)
Select all that apply:
• I am not yet familiar with the concept of CATs.
• I have not implemented CATs in any of my
course(s).
• I have occasionally implemented CATs in my
course(s).
• I regularly implement CATs in my course(s).
• Assessment is a four-letter word. I’m only here
for the food.
![Page 4: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/4.jpg)
Definition of Assessment
“A process that asks important questions about
student learning, gathers some meaningful
information on these questions, and uses the
information for academic improvement.”
Source: Palomba, C. & Banta, T. (1999). Assessment Essentials: Planning, Implementing,
and Improving. San Francisco: Jossey-Bass.
![Page 5: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/5.jpg)
Overview
CATs provide faculty and students with feedback about
students’ learning in order to support achievement of
the course outcomes.
• Quick
• Informal
• Typically ungraded
• Conducted in class or online
![Page 6: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/6.jpg)
Background Knowledge Probe
Purpose
• Become aware of the diversity of backgrounds, experiences, or levels of expertise in your classroom.
• Create a bridge between students’ previous knowledge and new material.
• Check for misconceptions that may hinder student learning of new material.
Adapted from: http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/what-do-students-already-know.html
![Page 7: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/7.jpg)
Background Knowledge Probe
1. Provide your responses to the following multiple
choice questions…
2. Rate to what extent you aware of the purpose of
calculating a Z-score.
3. Write 1-3 sentences to describe how to calculate a
Z-score.
![Page 8: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/8.jpg)
• Provide feedback about students’ progress (preempt
misconceptions and poor performance on tests,
quizzes, projects, etc.)
• Give insight into day-to-day teaching methods and
student learning processes.
• Obtain just-in-time feedback about the teaching and
learning process.
![Page 9: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/9.jpg)
• Provide students with a means of gauging their own
learning so they can modify study strategies as
appropriate.
• Provide students with low-stakes (non-graded)
opportunities to demonstrate proficiency.
• Applicable to classes of all sizes, since the activities
are not graded.
![Page 10: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/10.jpg)
CATs Assess….
• Content knowledge and skills
• Analysis and critical thinking skills
• Synthesis and creative thinking skills
• Problem solving skills
• Application and performance skills
• Awareness of attitudes and values
• Self awareness as learners
• Reactions to class activities, assignments, etc.
![Page 11: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/11.jpg)
Defining Features Matrix
Purpose
• Assess students’ categorization skills.
• Assess students’ abilities to distinguish between
similar concepts.
• Supports learners’ ability to identify critical distinctions
between concepts.
![Page 12: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/12.jpg)
Defining Features Matrix
Metamorphic Rocks
Source: http://www.uakron.edu/dotAsset/2292489.pdf
Rocks formed by . . .
Characteristic
contact
metamorphism
regional
metamorphism
Formed at temperatures above 200 C √ √
May originally have been an igneous rock √ √
Form as a result of increasing pressures √
May surround plutonic igneous rocks √
Slate is an example √
Form as a result of melting
![Page 13: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/13.jpg)
Defining Features Matrix
Common
Core
Curriculum
Curriculum in
the major
field of study
Introduces basic scientific
procedures, principles,
concepts, laws, and theories
relevant to all applied
sciences.
Calculus I-III
Field session
Studio format
![Page 14: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/14.jpg)
Directed Paraphrasing
Purpose
• Assess students’ ability to translate specialized
and/or scientific information into non-technical
language.
• Assess students’ ability to internalize their own
learning.
• Assess students’ writing and/or speaking skills.
Implementation
• Can be done in written or oral form.
• Can require instructor critique or students can
critique each other in small groups.
![Page 15: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/15.jpg)
Directed Paraphrasing
• Develop 1-3 sentences to explain how tectonics
influence sea-level history and sedimentation patterns
to an audience of business owners who are not likely
to be scientists or engineers.
• Describe the concept of subduction zones for a group
of 5th-grade students who are familiar with volcanoes
but have not yet learned about subduction zones.
![Page 16: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/16.jpg)
Think - Pair - Share
• Brainstorm some strategies for implementing one of
the following:
o Background Knowledge Probe
o Defining Features Matrix
o Directed Paraphrasing
• Discuss with a neighbor.
• Share with the group.
![Page 17: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/17.jpg)
Minute Paper
Purpose
• Determine if students can identify main points of
a class session.
• Support students’ skill development in
distinguishing main points from details.
• Support students’ skill development in
evaluation and recall.
![Page 18: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/18.jpg)
Minute Paper
• What is the main (or most useful, meaningful,
surprising) concept you have learned during this
session?
• What is the main take away from today’s class?
![Page 19: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/19.jpg)
Muddiest Point
Purpose
• Obtain feedback regarding which topics are
confusing to students.
• Enable faculty to modify assignments, in-class
activities, etc. to address confusing topics.
• Determine range of students’ confusion: is there
one concept that is confusing to many students or
a variety of concepts that are confusing to a small
number of students?
![Page 20: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/20.jpg)
Muddiest Point
Implementation
• Can be implemented at the end of a single class
session.
• Can be implemented at the beginning of class,
related to a homework assignment that was done
outside of class.
• Students or the faculty can provide clarity
regarding the topic(s) of confusion.
![Page 21: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/21.jpg)
Muddiest Point
This CAT can be particularly useful for Mines
students:
• Who may not have experience asking
questions about areas of uncertainty.
• Who may be uncomfortable admitting they do
not understand something.
![Page 22: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/22.jpg)
Memory Matrix
Purpose
• Assess recall of course content.
• Assess ability to quickly organize the information.
![Page 23: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/23.jpg)
Memory Matrix
Source: Classroom Assessment Techniques: A Handbook for College Teachers
Structure Functions Enzymes
Mouth
Esophagus
Stomach
Pancreas
Liver
![Page 24: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/24.jpg)
Concept Map
Purpose
• Students synthesize information to display their
connections between related concepts.
• Determine congruence between students’ and
faculty members’ visual representations of related
concepts.
![Page 25: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/25.jpg)
![Page 26: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/26.jpg)
![Page 27: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/27.jpg)
![Page 28: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/28.jpg)
Think - Pair - Share
• Brainstorm some strategies for implementing one of the
following:
o Minute Paper
o Muddiest Point
o Memory Matrix
o Concept Map
• Discuss with a neighbor.
• Share with the group.
![Page 29: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/29.jpg)
Best Practices
Use CATs to determine:
• How many students have achieved the learning
outcome?
• Which students have achieved the learning outcome?
• What do successful students do that other students do
not?
o Consider how you can encourage all students to
adopt best practices.
o Consider how you might restructure the course
activities, assignments, etc. to include the best
practices from successful students.
![Page 30: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/30.jpg)
Best Practices
• Align the CAT with the learning outcome(s).
• Rehearse and/or plan the CAT before class.
o To determine how much time to allow.
o To modify it to your specific class.
• Describe purpose of the CAT to students.
Feedback Action
![Page 31: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/31.jpg)
Best Practices
• Share results of CATs with students: recognize
successful learning strategies and provide
suggestions for improvement.
o “Most of you demonstrated proficiency related to x and y.
Keep doing what you are doing (keeping up with
homework, studying with peers, etc.) to continue this.”
o “Some students need to invest more time in practicing how
to do a and b. Please come to see me during office hours,
utilize the Writing Center, review your notes from the
previous class session prior to coming to class, etc.”
![Page 32: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/32.jpg)
Best Practices
• Administer simple CATs before administering more
complex CATs.
• Select CATs that align with the time you have
available
o in class for administration
o out of class for review
![Page 33: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/33.jpg)
Best Practices
• Emphasize to students that CATs support learning
and success in the course (feedback translates to
strong performance on assignments and exams and
most importantly, achievement of learning
outcomes.)
![Page 34: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/34.jpg)
Best Practices
• Modify CATs to meet your specific course, the
learning outcomes, students’ needs, time
available, etc.
• Use CATs as an opportunity for students to work
in groups.
• Compare each group members’ memory
matrix.
• Have students discuss and resolve muddiest
point(s).
• Etc.
![Page 35: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/35.jpg)
![Page 36: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/36.jpg)
![Page 37: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/37.jpg)
New Resources at ALL
Thank you to Lisa Dunn!
![Page 38: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/38.jpg)
This Session Contributed to
Your Achievement
of the Learning Outcomes
Agree Neutral Disagree
Outcome 1: Identify classroom
assessment techniques that faculty
could use in one of their courses. 3 2 1
Outcome 2: Identify best practices
related to the implementation of
CATs. 3 2 1
![Page 39: Classroom Assessment Techniques (CATs)inside.mines.edu/UserFiles/File/Assessment/CATs.pdf · Classroom Assessment Techniques (CATs) Kay Schneider Director of Assessment . Learning](https://reader034.vdocuments.mx/reader034/viewer/2022042923/5f7170a60ffeb5260d41efa0/html5/thumbnails/39.jpg)
Contact Information
Kay Schneider
Director of Assessment
http://inside.mines.edu/assessment