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
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Backwards Design
Defining and Types
Examples
CATS for Metacognition
Best Practices
Resources
We can go home now…
Go to srs.campuslabs.com
(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)
Instructional
and Learning
experiences
and which
CATs will get
you the
formative
evidence
What is the
evidence that
will show you
met those (or
how
closely/far)
What are the
outcomes or
objectives
Start with the
end in mind –
Desired
Results
What are CATs?
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(Often) Ungraded
Formative
Regular and Often
Reveals Progress -> Faculty and Students can Gauge
Understanding
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)
Type
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
Tweet
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
Debate
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
SII
Strengths, Insights, Improvements
Fish Bowl of Questions
Students put questions in fish bowl; Anonymous; Evaluate themes of questions
Bingo
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
Competitions
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). http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
CATs for Metacognition
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Remove Noise to Assess
Questioning
Pre-writing activities
Think Alouds
Concept Maps
Awareness Inventory
Action Plans
Visualizing What You Hear
Explaining What You See
Vocabulary Lists
Consider
• 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
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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
Resources
Angelo, Thomas A, & Cross, K. Patricia (1993). Classroom assessment
techniques: A handbook for college teachers (2d ed). San Francisco:
Jossey-Bass.
UBCEI Teaching Resources:
www.buffalo.edu/ubcei/resources.html
UB – Clickers in the Classroom:
www.buffalo.edu/ubcei/resources/clickers.html
Iowa State University, Center for Teaching Excellence, Classroom
Assessment Techniques:
www.celt.iastate.edu/teaching/cat.html
Rochester Institute of Technology, Student Learning Outcomes
Assessment Office, Classroom Assessment Techniques:
www.rit.edu/academicaffairs/outcomes/classroom-assessmenttechniques
University of Texas at Austin, Instructional Assessment Resources,
Classroom Assessment Techniques:
www.utexas.edu/academic/ctl/assessment/iar/teaching/plan/meth
od/cats/
Classroom Assessment Techniques: One-Sentence Summary (Video):
www.youtube.com/watch?v=ScLoLLMfyQ4
Classroom Assessment Techniques: The Muddiest Point (Video):
www.youtube.com/watch?v=v_dt6VGjk7Y
Questions???, Comments, Debate…
Cathleen Morreale
Center for Educational Innovation
212 Capen
716.645.5593
cwalther@buffalo.edu