Using Classroom Assessment
Techniques to Enhance Active
Learning
Marsha Huber, Ph.D., CPA
Youngstown State University
Brown Bag
Sept. 19, 2013
Who am I?
► Marsha
Huber
 Associate Professor of Accounting
 Teaching - 26 years
 Discovered CATs in 2006
How I got involved
►
Attended 2-day accreditation assessment seminar in 2005
►
An interterm campus seminar on “significant learning” with
Dee Fink in December, 2005
►
Center for Teaching and Learning sponsored a seminar at
Otterbein University on “CATs and student learning – is it
working?” in 2006.
►
Dissatisfied with what I was seeing
and experiencing as a professor in the
classroom.
The Journey
Take you on a journey that will help you use
CATs to improve student learning:
1)
2)
3)
4)
5)
Introduce you to Classroom Assessment Techniques (CATs)
Find out what you’ve been using
Help you design CATs to gain understanding of your students’
thinking and learning (or lack thereof).
Learn how to “close the loop” by providing timely feedback to
students.
Provide you with examples of practical CATs that can be used
to revise courses as well as creating a new CAT with a
feedback loop.
Angelo & Cross
What is a CAT?
Classroom Assessment Technique
What is a CAT?
Coined as CATs by Angelo & Cross in 1993
“An ongoing process aimed at
understanding and improving
student learning”
Classroom Assessment Techniques
(CATs)
CATs are “feedback devices,” instruments that
faculty can use to find out how much, how
well, and even how students are learning
what they are trying to teach.
(Angelo & Cross, p. 25)
How: Be SMART
Systematic –
ongoing throughout the term
Measureable –
Appropriate –
Relevant –
Timely –
assessing a learning goal
congruent to that learning goal
meaningful to the instructor and student
implemented at right times w/ feedback
Pointer #1: Shift in Emphasis
► The
shift in education is from a “teaching”
paradigm to a “learning” paradigm.
► We
are to assess student learning –
document it, explain problems, and improve
performance.
Pointer #2: Shift in Responsibility
► Active
learning – responsibility for learning
is shifted to the learners.
► Learners
need to be engaged in their
learning which involves motivation and
attitudes.
Pointer #3: Shift in Activities
► Students
- from observing and listening to
doing and saying.
► Faculty
► Means
- requires planning & involvement.
students receive complete, timely,
and appropriate feedback.
What are some CATS you have
used?
Types of CATs
► Tell
me about me
► Tell me about you
Teachercentered
Studentcentered
Relational CATs
► Open
► Help
► Help
doors of communication
me become a better teacher
students become the authors of their
learning
The CAT Feedback Loop
Faculty Responsibility:
Improving Teaching
Student Responsibility:
Improving Learning
Shared Responsibility
The CAT Feedback Loop
When?
SMART
► Systematic – throughout the term
 Beginning
 During
 At the End
First Day of Class - CAT #1
► Assessing
Prior Knowledge CAT #1 – helps you
understand your student population
► What
► Who
year are they?
are their majors?
► What
prior classes did they have?
► What
do they know about accounting so far?
► How
are they feeling about the class?
CAT #1: Assessing Student Prior Knowledge
1. Have you had accounting in high school?
Yes
No
2. Have you had a college accounting level
course? (Dropped it or are retaking it)
3. Have you (or do you) work in an
accounting-related field? If yes, please
describe:
4. Have you ever heard of financial
statements before this first class?
Yes
No
Yes
No
Never heard of this Have heard of it, Have some idea of Have a clear idea
but do not know what it means, but of what this
what it means
am no too clear means and can
explain it
5. Have you ever heard of the Sarbanes
Oxley Act?
6. Have you ever heard of debits and credits?
7. Have you ever heard of financial ratios?
8. Have you ever heard of journal entries?
9. Have you ever heard of internal controls?
10. Have you ever heard of the auditors
report?
11. What is your motivation level to take
I am not motivated I have minimal
this class at this time?
at all and wish it
interest in this
was not a
class
requirement
Write your feelings about taking this class this term:
What are your feelings now after the first day of class:
I am moderately
interested
I am very
motivated and
can’t wait to get
started
Results for CAT #1
For an introductory accounting class:
►
Accounting in high school – few had it in high (change from classes 10
►
Prior college class – 10% are retaking it
►
Work in an accounting-related field – a few
►
Prior knowledge of certain accounting topics – most have very little, but
►
Motivation level – moderate to high
►
Feelings that first day – anxiety, fear, want to get a good grade, excited
►
Used later as a pre-test, post-test
years ago)
there are always a few that have a pretty good knowledge
Your first CAT
Group Activity 1: develop a new “prior
knowledge” CAT for the first day of class
Key:
 Must be easy and fast
 Set the tone
 Fast feedback
Ideas for CATS
from YSU Group
What are you career
goals?
Where do you
see yourself in
5 years?
Bloom evaluation
from beginning
and end
What is going to put
a smile on your face
besides earning a
good grade or the
class being over?
Pre-tests for
assessment
purposes
Rate your interest
in the various
concepts in the
class
What would you
change about the
syllabus? “+ and –”
What is your
learning style
preferences?
Delivery?
Presentation?
Write definitions
and roles of the
discipline (pre
and post)
CAT
► Timekeeper
(beginning of term)
(#2)
 Setting expectations
 Communicating correlations
CAT #2: Timekeeper
Week 1
Sun
Total
Mon
Tues
Wed
Thurs
Fri
Sat
Studying/Reading
Homework
Studying for Tests
Midterm thoughts: How well do you think you used your time during the
first half of the term? What things will you change for the second half of
the term?
Final thoughts: Were you able to make the changes you wanted to
during the term? How might you improve your time management for
future accounting classes? What suggestions would you make to future
students about time management in future terms?
CAT
► Daily/Weekly
(During the term)
CAT
 Muddiest/clearest point paper
 Clickers – immediate feedback
 Walking around the classroom
► Friend
CAT (#3)
 Write evaluation of student explanation of
financial statements
CAT
► Team
(During the term)
CAT (#4)
►Formative
review of preparation, problems, and
participation
► Student
►Let
Assessment of “best models”
them assess themselves
Midterm and End of Term
► Mid-term
Intervention
 The Director of our Center for Teaching and
Learning holds a focus group discussion with
my students
► Reflection
Paper at midterm and end
 Reflection Papers (#5)
►Ranking
learning experiences
►Are they getting it?
►Are they making the connections?
CAT
(At the end)
Day Traditional Class
Consensus Exercises (first day of class)
Interview with business person and in-class model development
Clicker use
Working in groups
Reading the text
Doing Homework problems in the book
Lectures
Friend questionnaire exercise
Practice exam
Midterm examination
3.58
3.50
4.42
4.38
3.54
4.71
3.79
3.29
4.63
4.33
Evening Non-Traditional Class
Consensus Exercises (first day of class)
Interview with business person and in-class model development
Clicker use
Working in groups
Reading the text
Doing Homework problems in the book
Lectures
Friend questionnaire exercise
Practice exam
Midterm examination
3.11
3.33
3.11
3.67
4.00
4.67
4.56
3.33
4.72
4.67
Which learning experience helped you IMPROVE the following
personal competencies the most?
Doing
Homework
Ethical behavior
Effective problemsolving
Decision-making
skills
To effectively lead
To work
productively with
others
Project
management
Written
communication
skills
Interview
Project
x
Solving Case
Studies
Developing
Pamphlets
Studying
for Tests
Setting up
Panels
Reflection
Papers
Value Added CAT
(#6)
Value Added CAT
Group Activity #2
What CAT can you add to your classes?
Don’t be a Scaredy CAT
Asking what you always wanted to
know, but were afraid to hear!
The “Ask” CAT
The “Ask CAT”
► Why
did you fail the exam?
► Responses:
The “Ask” CAT
► What
surprised you about the on-line
quizzes?
► Responses:
The “Ask” CAT
► Did
you feel your grade reflected your
work?
► Responses:
Group Activity #3
► Create
a new “Ask” CAT – discuss what
questions you would like answers for:
Reflection
► What
concepts or ideas will you remember
the most after you leave this session?
► Reflect
upon the most interesting thing you
learned today.
► What
will you be changing as a result of this
workshop?
Concluding Remarks
► For
best results, assessment is an integral
part of learning.
► The
purpose is to minimize disconnects
and frustration as we improve student
learning.
► My
experience is that it works!
Assessment brings new life to each class.