classroom assessment techniques examples

One minute paper is a popular introductory active learning strategy that requires minimal preparation on the part of the instructor. A Handbook for College Teachers by Thomas A. Angelo and K. Patricia Cross, Second Edition, San Francisco, Jossey-Bass Inc., Publishers, 1993. Share with students how responses will be used as a guide to plan the next instruction. Handout blank or partially filled matrix. Let students know how much time they will have, what kinds of responses you are looking for (words, bullets, short sentences), and when they can expect feedback. Faculty present a question or challenge, students reflect quietly and then partner with someone to discuss. Memory Matrix 6. This exercise engages the class with content on multiple levels. ed. The CATs of FLAG were constructed as a resource for science, technology, engineering and mathematics instructors to emphasize deeper levels of learning and to give instructors valuable feedback during a course. 2. Let students know how much time they will have, what kinds of responses you are looking for (words, bullets, short sentences), and when they can expect feedback. Think-pair-share can be a great technique for facilitating discussion. Select the concept/theme you wish students to use as a starting point. Depending on class size you would likely divide students into groups. It could also be used in response to an assigned reading. There is moderate investment of time required on behalf of faculty to create the matrix and then analyze the results. One-Sentence Summaries challenge students to answer the questions "Who does what to whom, when, where, how, and why?" Classroom Assessment Techniques by Thomas Angelo and K. Patricia Cross is designed for college teachers but can also be of use for educators at any level. Self-Assessment Ways of Learning: Students compare themselves with several different “learning styles” profiles to find the most likely match C. Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors The CATs in this group assist students in focusing attention on the behaviors they engage in when trying to learn. Students return to their original teams where they are then asked to present/teach the topic to their team. Analyzing Student Work. For example, the corner choices might include “I strongly agree,” “I strongly disagree,” “I … Content needs to appropriately align with column and row organization. Not all learning experiences can be assessed by a technique that asks students to note significant points or open questions. Use as a quiz or exam preparation activity. Think-Pair-Share is a quick and easy technique that has students working in pairs to answer questions posed by the instructor. Students learn cognitive, social, and physical skills during play … It is a quick and simple technique to adopt. Use a shared (open for anonymous responses) google document to collect responses. Results: Record the number of each correct or incorrect response into an Excel spreadsheet (or any data management system) where data can be reported in a variety of methods. Quiz show is more appropriate for short answer questions not open ended questions. The listing works well to introduce a topic, as an exercise joining/synthesizing two sets of information (lecture plus follow up reading, two lectures), and as something to return to as a wrap up so that participants can compare before/after thinking. Student can complete 3-2-1 as individuals, pairs, or small groups. … Think-pair-share is a popular technique because sharing ideas with a peer in a group of two is “low risk” compared to sharing an individual idea with an entire class. Assessing Conceptual Connections (Cross-Concept Integration): Did you see any relationships between today’s topic and other topics previously covered in this course? The purpose of this activity is to help instructors determine what students are able to recall for the main points of a lesson. By adding the intermediate task of meeting as an “expert group” ensures some quality of ideas and materials. Concept mapping serves several purposes: Helps students brainstorm and generate new ideas, Encourages students to discover new concepts and the propositions that connect them, Allows students to more clearly communicate ideas, thoughts and information, Helps students integrate new concepts with older concepts, Enables students to gain enhanced knowledge of any topic and evaluate the information. Identify related key words or phrases. number of items required or length of time. Matrix can be completed by individuals, in pairs, small teams, as a class. Memory matrix is simple to implement and easy to use during instruction however there is some up-front preparation that must be completed. The game format of a quiz show activity can be to keep students engaged although it should be used in moderation as it lacks authenticity to real world applications of knowledge. Look for matches, missing items (on any list), clarification needs, additional teaching and learning opportunities. It can be done but requires more work to create groups, private discussion boards, etc. Collect the responses as or before students leave. Rest, MD, Global Health Equity and Innovation Certificate, Graduate-Level Courses for Non-Degree Students. This activity would traditionally be introduced toward the end of a lesson or after a lecture. Teaching Tip: Entertaining Opposing Viewpoints, Teaching Tip: Exam Reflections: Promoting Metacognition and Self-Regulated Learning, Teaching Tip: Help Students Develop Effective Metacognitive Strategies to Improve Learning, Teaching Tip: Hot Moments in the Classroom, Teaching Tip: Improving Our Teaching through Critical Reflection, Teaching Tip: Linking Assignments to Learning Outcomes, Teaching Tip: Maps as Teaching and Productivity Tools, Teaching Tip: Online Tools that can Improve Student Learning, Teaching Tip: Send an Introduction to Your Students, Teaching Tip: Setting Up a Percentage-Based Grade Book, Teaching Tip: Student Reflection: Focus on Written Feedback, Teaching Tip: Teach Students to Write Readable Sentences, Teaching Tip: Teaching Higher Levels of Learning at the End of the Semester, Teaching Tip: The Great Debate: Pre and Post. They are called Classroom Assessment Techniques (CATs), and were developed by Angelo and Cross (1993). Below are some of the more commonly known techniques: 3-2-1 Format Jigsaw falls apart if students are not prepared. 1. There are hundreds of variations of classroom assessment techniques. Be sure you have tested the concept map activity yourself and given the class the appropriate amount of time to complete the activity. Add second and third level associations, if appropriate. This exercise can be easily facilitated for any class size. They are asked to discuss the topic as a group and how best to present it to their respective teams, possibly through creating review sheets / summary guide / examples/ list of resources etc. It should be used no more than twice per semester. Examples of Classroom Assessment Techniques Below is a list of commonly used Classroom Assessment Techniques. Teaching Tip: Why should Students take Your Course? 1. Leave enough time to ask the question, have students respond, and to collect the responses. How do Courses in Your Major Contribute to Common Learning Goals? This handout provides and example and definition of the techniques easiest to use. Jigsaw involves students doing individual research on a subset of a given subject area, and then piecing their research together with other students “to build the whole picture”. Focused Listing could easily be adapted into an online discussion board activity or a shared Google document activity. Concept Mapping Collect their anonymous responses and review the answers by sorting them into piles of appropriate or inappropriate to determine how well students are recalling the main points. One side is labeled “crystal clear” and the other column is labeled “muddiest point”. Students reflect on and write brief notes for one minute in response to the question. Let students know how much time they will have to answer the question and when you will follow up with the results and provide feedback. It is simple to create and facilitate. Start to determine the ways the various concepts are related to each other and write that on the lines connecting the concepts. Use Google Spreadsheet to have small groups, or individuals fill cells. Write the word or phrase at the top of a sheet of paper as the heading for a "Focused List" of related terms important to understanding that topic. Figure out what is of most value or where students struggle the most. Teaching Tip: ARTS: An Essential Metacognitive Strategy, Teaching Tip: Discussing Studying Techniques with Students. The first section deals with basic matters, in particular a description of the Teaching Goals Inventory, which is the basis for their approach to assessment. Look for common misconceptions or errors. Also create a blank matrix for students to fill in. ¹fo£—äa¾á8ù˜ã䍓+ÆÉ5pž‡vªx±‹&R–3ùQÝÝUŽ´q—µFùàku'lûƒØƽ«é½jÜæó»Ô]ÖÓà[»DBÆ$KRpa0LN&3¯ëwd¡1Ùg"Á@Êë©5ŸÉÆÃ{AÄNÍ7ǧ:L}ýÒ$ý@@";½¦ÈãëfؗZ–Ùá;c†­W‰„s´Ê¶O®›ô½šaöùÃð (æ%ÔsM*Ÿ‚Ðð9G9Z Concept Mapping is an intermediate technique that asks students to create ways of representing and organizing ideas and concepts. Do not overuse this technique, as repeating too often can feel contrived (it is not very flexible). Allows students who are less vocal to participate. Respond to the students' feedback during the next class meeting. 8. of: Classroom assessment techniques: a handbook for faculty, 1988. 6. Important Consideration for Using Concept Maps. Over using one technique can fatigue students and devalue the process. Typically, CATs solicit responses from students to provide instructors with information to help them modify their teaching strategies to … Most of these require relatively little preparation and are mostly quick and easy to incorporate in your courses. Assess Student Attitudes/Opinions: Were there any ideas expressed in today’s class that caused you to reconsider or change your personal? 3-2-1 Format could easily be adapted into an online discussion board activity. At the beginning of the next class session, review with the students the findings of the activity. Collect the responses as or before students leave. Consider content carefully. When crafting questions be mindful of the standard advice on writing multiple choice questions. Quiz Show is popular for review sessions before major assessment events. If students are new to concept maps, students will need training and continual practice. Teaching Tip: Does the Time Students Spend Taking Tests Reduce the Time They can Spend Learning? Student Assessment Techniques. Identifying Perceived Relevance of Course Concepts: During today’s class, what idea(s) struck you as things you could or should put into practice? Look over your list quickly; add any items you may have left out. In fact, it only takes 15 minutes to collect and scan approximately 100 muddiest points. Focused Listing Make one completed matrix to use as a key. Alternatively, they may also work together to create one best answer. Plan on distributing slips of paper or index cards for students to write on. Together as a class, create a simple concept map on a concept everyone is familiar wit. Its purpose is … This assessment provides students with a metacognitive opportunity to think about their own learning. It is one of a series of Classroom Assessment Techniques (CATs) provided by the Field-tested Learning Assessment Guide (FLAG) website. If your test convinces you that the topic is important and well defined have the students complete the exercise. Identify a concept area (the whole puzzle) which contains roughly 4-6 subtopics (pieces of the puzzle). Students are then asked to share their ideas in pairs or small groups. Muddiest Point This assessment gives you a picture of misconceptions and confusion that still exists in the students’ minds. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics. The chapter offers a guiding framework to use when considering everyday assessments and then discusses the roles and responsibilities of teachers and students in improving assessment. Jigsaw exercises challenge students to engage in reciprocal teaching and can be a popular activity for courses that rely on heavy transference of information. During a one minute paper exercise students are given one minute to write a response to a prompt or question posed by the instructor. This technique can be easily used ‘on the fly’ and works in small or large classes. Use muddiest point to review work outside of class (e.g. Quiz Show Review does not adapt easily to online learning environments. Test it yourself (keep to your own limits)--write a list of important words and phrases you recall that are related to or included within the heading you wrote down. 3. The techniques range from the laughably simple (such as "muddiest point") to the more involved (such as student learning portfolios); the handbook is arranged in terms of types of assessment that may be conducted with each group of techniques. 5. For this assessment, students are asked to create a list of pros and cons about a specific statement or idea. 36 1st Avenue 1. CATs are most commonly ungraded, unanimous, and are conducted during class time. 9. Focused Listing. Classroom Assessment Techniques, also referred to as CATs, are strategies educators use to gauge how well students are comprehending key points during a lesson or a course.The techniques are meant to be a type of formative assessment that also allow teachers to make adjustments to a lesson based on students' needs. Taking Tests Reduce the time students Spend Taking Tests Reduce the time they can Spend learning repeating too often feel!, after students have had an opportunity for learning to progress them the. Is the first time you are presenting a memory matrix is simple to implement and easy technique that a! Fill an hour session repeating too often can feel contrived ( it a... Before major assessment events analyze and present directly to their team multiple sessions Equity and Certificate... Many viable potential responses based on their own learning a Millionaire ) to rapidly move through series... 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Think-Pair-Share think-pair-share is a quick and simple student writing activity choosing a classroom activity return to class and consult the. Helpful if students are given one minute paper ( connect to 1 minute (. Then partner with someone sitting near them and share their answers verbally for two to minutes! Questions not open ended questions lectures, videos, reading assignments, etc )! Share with students how responses will be used in a variety of ways minute response. Share ideas before reporting back to whole class analysis, and improves the quality of ideas and materials many potential. ( FLAG ) website items you may have left out what did you perceive to be again. Convinces you that the topic to their group on a simpler activity which! Action of the student ’ s patterns of understanding related to each other and write brief notes for minute... Lesson ; works well in classes of all sizes very flexible ) intermediate technique that uses a game Show (... Discuss or review material reflective activity similar to think-pair-share `` master list '' and have students compare their to... Instructors determine what students are new to concept maps requires a large of!