Welcome to “Classroom Assessment Techniques in One-Shot

Instruction Sessions: Balancing Teaching, Learning, and Time”

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• Password for Omni-Meeting Wireless Network:LOEX123

• Silence your phone, but keep it handy

Classroom Assessment Techniques in One-Shot Instruction Sessions: Balancing Teaching, Learning, and Time

Laura W. GariepyVirginia 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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• Observe how well and how much students are learning

• How they respond to different teaching techniques

• Improved teaching = improved learning

Classroom Assessment

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Thomas A. Angelo & K. Patricia CrossClassroom Assessment Techniques: A

Handbook for College Teachers.

Macro-Assessment Classroom Assessment

Purpose Demonstrate accountability or value of a program; or provide a grade

Understand what and how students learn in order to improve 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

A Brief Comparison

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

Background Knowledge Probe:• Questionnaire to assess

students’ prior learning

Opinion Poll:• Use polls to discover

opinions, attitudes, or experiences.

www.polleverywhere.com

www.surveymonkey.com

Or, keep it simple.

docs.google.com

Questionnaires and Polls

Before 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

During Class

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: The Classic

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Two questions:• What was the most

important thing you learned today?

• What questions do you have that are still unanswered?

Minute Paper

One-Minute PaperMinute Paper

One-Minute PaperMinute 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

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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

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

Directed Paraphrasing

Close the Loop:

• Immediate response• Individual follow-up e-

mails• 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

• Didn’t start as a CAT• Goals:• Situate topic in discipline• Locate discipline specific

databases• Locate one article

TopicDiscipline

Database

Article

Topic, Discipline, Database, Article (Homegrown)

Topic, Discipline, Database, Article (Homegrown)

Close the Loop:

• Immediate feedback

Topic, Discipline, Database, Articles (Homegrown)

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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.

Classroom Assessment

+Teaching /Learning

Questions?

Laura W. Gariepylwestmorelan@vcu.edu

Presentation will be available on LOEX Conference Website

not quite done…