Welcome to
“Classroom
Assessment Techniques in One-Shot
Instruction Sessions: Balancing Teaching,
Learning, and Time”
• Password for Omni-Meeting Wireless Network:
LOEX123
• Silence your phone, but keep it handy
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Classroom Assessment
Techniques in One-Shot
Instruction Sessions:
Balancing Teaching,
Learning, and Time
Laura W. Gariepy
Virginia Commonwealth University
James Branch Cabell Library
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www.bit.ly/loexassess1
http://www.polleverywhere.com/multiple_choice_polls/LTE4MjA0MzYxMzM
www.bit.ly/loexassess3
http://www.polleverywhere.com/multiple_choice_polls/LTE4MjA0MzYxMzM
Learning Outcomes
•
•
•
Distinguish between goals of classroom
assessment and larger scale assessment
Examine how you can use classroom
assessment techniques in your sessions
Consider classroom assessment as a way
to assess learning and enhance learning
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Macro-assessment
• Demonstrates accountability
• Lots of people
• Big undertaking
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And then I went to…
ACRL Immersion:
Teacher Track
Assessment
Epiphany!
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Classroom Assessment
• Observe how well
and how much
students are learning
• How they respond to
different teaching
techniques
• Improved teaching =
improved learning
Thomas A. Angelo & K. Patricia Cross
Classroom Assessment Techniques: A
Handbook for College Teachers.
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A Brief Comparison
Macro-Assessment
Purpose
Classroom Assessment
Demonstrate accountability or Understand what and how
value of a program; or provide students learn in order to improve
a grade
it
Type of Assessment Summative (happens at the
end)
Formative (happens along the way)
At what level does
it happen?
Course, program, institution
Individual class session
Time Required
Usually substantial
Usually minimal
Classroom Assessment Techniques (CATs): tools and
exercises to measure student learning with the goal of
improving it – and improve teaching. Cross & Angelo, p. 25
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A little more
about the
classes I teach…
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Questionnaires and Polls
www.surveymonkey.com
Background Knowledge Probe:
• Questionnaire to assess
students’ prior learning
docs.google.com
www.polleverywhere.com
Or, keep it simple.
Opinion Poll:
• Use polls to discover
opinions, attitudes, or
experiences.
Questionnaires and Polls
Before Class
During Class
• Ask about experiences:
i.e., have you ever used
Academic Search
Complete?
• Follow-up concepts with
a quick poll to see what
students retained
Misconception/Preconception Check
Discover what students might need to unlearn.
What might block further learning?
Close the Loop
Close the Loop:
• Flexibility is key
• Before class: craft
your session around
responses
• During class: roll with
the punches
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Minute Paper
Minute Paper: The Classic
Two questions:
• What was the most
important thing you
learned today?
• What questions do you
have that are still
unanswered?
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One-Minute
Minute Paper
One-Minute
Minute Paper
Minute Paper
Close the Loop:
• Immediate response
• Individual follow-up
emails
• Clarification of trouble
spots through
instructor
• Visit class again
• Alter teaching for
future sessions
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Directed Paraphrasing
Directed Paraphrasing
• Asks students to restate
what they learned in
their own words
• Prompt is specific
• Assess how well
students internalized
what they just learned
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Directed Paraphrasing
In a few sentences, describe in your own words how the
Boolean operator “AND” can be used to search for information
on your research question in library databases and the catalog.
Directed Paraphrasing
In a few sentences, describe in your own words how the
Boolean operator “AND” can be used to search for information
on your research question in library databases and the catalog.
Directed Paraphrasing
In a few sentences, describe in your own words how the asterisk
(*) can be used to search for information on your research
question in library databases and the catalog.
Directed Paraphrasing
In a few sentences, describe in your own words how the
Boolean operator “OR” can be used to search for information on
your research question in library databases and the catalog.
Directed Paraphrasing
Directed Paraphrasing
Close the Loop:
• Immediate response
• Individual follow-up emails
• Clarification of trouble
spots through
instructor
• Visit class again
• Alter teaching for
future sessions
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Topic, Discipline, Database, Article (Homegrown)
Topic
Discipline
Database
Article
Topic, Discipline, Database, Article
• Didn’t start as a CAT
• Goals:
• Situate topic in discipline
• Locate discipline specific
databases
• Locate one article
Topic, Discipline, Database, Article (Homegrown)
Topic, Discipline, Database, Article (Homegrown)
Topic, Discipline, Database, Articles (Homegrown)
Close the Loop:
• Immediate feedback
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for best results
mix it up
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…that sounds great,
but assessment and
teaching/learning
would still be
fighting each other
for time… right?
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They fit together very well.
Minimal time required.
Provide opportunities for active learning and reflection.
Increase their learning by improving my teaching.
Questions?
Laura W. Gariepy
lwestmorelan@vcu.edu
Presentation will be available
on LOEX Conference Website
not quite done…
Classroom
Assessment
+
Teaching /
Learning