Classroom Assessment Techniques

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Definitions

Assess

• gather evidence and document learning (KNOW & SHOW)

Evaluate

• make judgements based on data collectedTest

• one possible assessment toolGrade

• one possible evaluation made

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‘There is no such thing as effective teaching in the absence of learning. Teaching without learning is just talking.’ Angelo & Cross 1993

Rationale

PRIOR KNOWLEDGE PROBE/THINK PAIR SHARE•WHAT?

• What techniques do you use to discover if your students are learning what you are teaching?

• When do you get that information?• What do you do with that information?

•HOW?• 5 minutes thinking individually• 5 minutes discussing in pairs• 5 minutes sharing with group

•WHY?• Rehearsal builds confidence• Shared confusion builds confidence• More likely to get participation/answers• Retention• Reinforcement

CAT

CAT

ONE SENTENCE SUMMARY

Who?

What?

To/for whom?

When?

Where?

Why?

Example pre & post evaluation log

CAT

APPLICATION CARDWHAT?•What benefits would these activities bring to your classroom? (Evaluate)•How might you adapt them? (Create)

HOW?•Complete the appropriate section of the grid after each activity.•Fill in the blanks over coffee breaks!

WHY?•Have a record for future reference.•Develop higher order thinking skills.

Who? TeachersDoes what? assessTo whom? their students’ learningWhen? regularly during the semesterHow? using classroom assessment techniquesWhy? so that they can understand and improve

teaching effectiveness and the quality of student learning.

CATs

Why?

Why?

Why?

How?

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What? Listening

• A systematic approach to formative assessment• Simple tools for collecting data on student learning

with a view to making it more efficient and effective.• Devices that provide a record of student feedback

for future reference and learning• Procedures designed to get immediate and useful

answers to very focused questions• Position checks so we stay ‘on course’• A complement to formal evaluation• Teaching strategies

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What? Learning

• formative• focussed• systematic• integrated • learner-centred • teacher-directed• mutually beneficial

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• inclusive• anonymous• private • informal• flexible• timely• context specific

MUDDIEST POINT/BUZZWHAT? Do you understand how these words apply to CATs?HOW? Discuss with a partner then ask for clarificationWHY? Checking understanding. Reinforcement.

CAT

Examples of CATs

• Prior knowledge probe

• One sentence summary

• Buzz• The minute paper • Muddiest point• Misconception

check

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• Empty outline• Focused listing• Directed paraphrasing• Diamond nines• Electronic vote (Socrative)• Flash boards• Logs/ journals• Two pluses and a wish• Applications cards

TO KNOW AND SHOW THAT STUDENTS ARE LEARNING

References

Classroom Assessment Techniques: a handbook for college teachers.

Thomas A. Angelo, K. Patricia CrossSan Francisco, Jossey-Bass 1993

Assessment in the Learner-centred ClassroomAlan Trussell-CullenDominie Press, Inc. 1998

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Remember

‘We may compare teaching to selling commodities. No one can sell unless someone buys…[yet] there are teachers who think they have done a good day’s teaching irrespective of what pupils have learned.’

Dewey,1933, p.35

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DON’T BE ONE OF THEM!

CAT

MINUTE PAPER

WHAT?What have we studied in this session? (describe)What have you learnt? (evaluate)

HOW?On an index card/half sheet of paper, write for one minute in answer to the question. Collect in cards. Make adjustments to plans. Close the loop.

WHY?Self-assessment (metacognition)Minimal investmentReinforcement & RetentionImproved attention next time

CAT

DIRECTED PARAPHRASE

WHAT?What have we studied in this session? (describe)What have you learnt? (evaluate)

HOW?On an index card/half sheet of paper, write what you will tell your students/colleagues about CATs.Collect in cards. Make adjustments to plans. Close the loop.

WHY?Self-assessment (metacognition)Reading into writing skill developmentMinimal investmentReinforcement & RetentionImproved attention next time

Activity

TWO PLUSES AND A WISH

WHAT?

HOW?On an index card/half sheet of paper, two activities you enjoyed and what you wish you could do with them.Collect in cards. Make adjustments to plans. Close the loop.

WHY?Self-assessment (metacognition)Minimal investmentReinforcement & RetentionImproved attention next timeCreative thinkingMaking connections between prior & new knowledge

Thank you for your attention

Name Surnameposition

Language CenterMasaryk University

Komenského nám. 2, 601 77 Brnophone: +420 549 496 447 e-mail: cjv@rect.muni.czweb: http://lingua.muni.cz

DEFINITIONS