Classroom and Presentation Assessment Techniques

Classroom (and Presentation)
Assessment Techniques
Assessment Boot Camp
Summer 2015
Cathleen Morreale
Objectives and Agenda
• Objectives
– Define CATS
– Identify appropriate CATS
– Apply appropriate CATS with controls
• Agenda
Backwards Design
Defining and Types
CATS for Metacognition
Best Practices
We can go home now…
Go to
(or use the Respond App)
Enter ID: 2154
• Expectations
• What do you already know or use?
Disclaimer: Backwards Design
(Not starting with which CAT you want to use)
and Learning
and which
CATs will get
you the
What is the
evidence that
will show you
met those (or
What are the
outcomes or
Start with the
end in mind –
What are CATs?
(Often) Ungraded
Regular and Often
Reveals Progress -> Faculty and Students can Gauge
Engage with Students’ Learning Process -> Learner-Centered
Models Learning and Teaching are Flexible and Responsive
Concrete Evidence of Learning and/or Learning Needs and/or
Teaching Adaptation Needs
Active Learning Environment
Prompts to Stop and Collaborate and Listen
Prompted Pause
CAT Classification
Assessing prior knowledge, recall, and understanding:
• Background Knowledge Probe
• Focused Listing
• Misconception/Preconception Check
• Empty Outlines
• Memory Matrix
• Minute Paper
• Muddiest Point
Assessing skill in analysis and critical thinking:
• Categorizing Grid
• Defining Features Matrix
• Pro and Con Grid
• Content, Form, and Function Outlines
• Analytic Memos
Assessing skill in synthesis and creative thinking:
• One-Sentence Summary
• Word Journal
• Approximate Analogies
• Concept Maps
• Invented Dialogues (not included here)
• Annotated Portfolios (not included here)
Assessing skill in problem solving
• Problem Recognition Tasks
• What’s the Principle?
• Documented Problem Solutions
• Audio- and Videotaped Protocols
Assessing skill in application and performance
• Directed Paraphrasing
• Applications Cards
• Student-Generated Test Questions
• Human Tableau or Class Modeling (not included here)
• Paper or Project Prospectus (not included here)
For examples, pros/cons, caveats, and extensions of the method, see Angelo and Cross (1993).
Just Ask ????s
Common Knowledge and Skill CATs
(Assessing if students have learned and now know or can do)
Works Best For and When and Examples
Minute Paper
60 seconds to respond to a question in writing
Muddiest Point or Clearest or Both
Turn in a question about the content at the end of class
140 characters; Few sentences summarizing
Student Generated Test Questions
Students write one multiple choice and one open-ended question
Student Response Systems
Clickers; Campus Labs
Entry Ticket
Flipped classrooms; Activity turned in as students enter the lab to confirm they
have prepared
Effective Question
Right question, right time
Argue logic; Defend position/answer
Think, Pair, Assess the Share
Comfort level reflecting
Socratic Questioning
Probing; Students provide the answer; Explore complexities
Cooperative Concept Mapping
Making connections
Strengths, Insights, Improvements
Fish Bowl of Questions
Students put questions in fish bowl; Anonymous; Evaluate themes of questions
Less linear information; Variety of types of information
Mini Cases
Case studies in group work and product
Physical – Toss the Ball/Toy or Popcorn
Random selection of responders
Different answers may be correct; Immediate recall
Application of Concept Mini-Maker Faire or Making Analogies
Ability to apply
Map – How did you get to answer – Walk through
Assessment of process
Vote (with your feet)
Pick your answer by moving to an area
Metacognitive Strategies
Thinking About Thinking
(Not assessment of knowledge and skills - instead Assessment of HOW students are learning)
• Metacognition refers to higher order thinking which involves
active control over the cognitive processes engaged in learning.
– Planning how to approach a given learning task
– Monitoring comprehension
– Strategic
– Motivation to Learn
– Evaluating progress toward the completion
of a task
Both before and after cognitive activity
(though typically after)
Livingston, J. (1997).
CATs for Metacognition
Remove Noise to Assess
Pre-writing activities
Think Alouds
Concept Maps
Awareness Inventory
Action Plans
Visualizing What You Hear
Explaining What You See
Vocabulary Lists
• Complexity
• Resources – i.e., time and
stinky markers
• Short and simple vs. Long
and complex
• Place in class timeline
• Consistency for reducing
learning curve over time
• Comparing data from over time
to view learning on specific vs.
1 time check
• Classroom management
(Usually) Try Not to Do
Only one Way to skin a CAT
Are there any more questions? at mid-night hour
Forget Ethics – Anonymity or Not?
Embarrass or Single Out
Over Incentivize
Forget to share aggregate or compilations
(collect but never do anything (in the eye’s of
students) with it)
• Forget to plan or pilot
Angelo, Thomas A, & Cross, K. Patricia (1993). Classroom assessment
techniques: A handbook for college teachers (2d ed). San Francisco:
UBCEI Teaching Resources:
UB – Clickers in the Classroom:
Iowa State University, Center for Teaching Excellence, Classroom
Assessment Techniques:
Rochester Institute of Technology, Student Learning Outcomes
Assessment Office, Classroom Assessment Techniques:
University of Texas at Austin, Instructional Assessment Resources,
Classroom Assessment Techniques:
Classroom Assessment Techniques: One-Sentence Summary (Video):
Classroom Assessment Techniques: The Muddiest Point (Video):
Questions???, Comments, Debate…
Cathleen Morreale
Center for Educational Innovation
212 Capen
[email protected]