Electronic Classroom Assessment Techniques: “Taking the ......Electronic Classroom Assessment...
Transcript of Electronic Classroom Assessment Techniques: “Taking the ......Electronic Classroom Assessment...
Electronic Classroom Assessment Techniques:
“Taking the Temperature of Learning
in the Online Classroom”
Leah Chuchran, Digital Learning Specialist Emory University
Participate in hands-on live eCATs
Describe Classroom Assessment Techniques
Become familiar with how eCATs can be
utilized in the online classroom using simple and free technologies
Formulate ways to integrate eCATs in synchronous and
asynchronous online classroom activities
Distinguish the difference between CATs
and eCATs
learning outcomes
for the record...
This webinar will cover both eCATs and many types of technologies.
Most technologies have free options or typically are available to you as an instructor at your institution.
I am a proponent of using technology that aligns with instructional goals.
What are CATs/eCATs?
Consistent, frequent, “temperature checks” of learning; simple, non-graded (sometimes)
Techniques that allow instructors to identify gaps of information/
knowledge so that the learners are active participants in the learning process
Typically formative and diagnostic in nature
Activities (synchronous or asynchronous) designed to give
you and your students useful feedback on the teaching-
learning process as it is happening.
what are CATs?
distinction of eCATs
Vs.
You, the audience
Action Item: Click on the
link in the chat window and
answer the one question poll.
background
Much of what we’ll explore today is from the basis of this book, written in 1993 by Angelo and Cross. Most every resource out there will reference this book.
criteria for eCATs
Is the assessment technique relatively simple to
prepare and use?
Are the results from the use of the technique
relatively quick and easy to analyze?
Does the technique focus on "alterable
variables"aspects of teacher or learner behavior
that can be changed to promote better learning?
Will the assessment technique provide
information about what students are learning in individual classrooms?
Will it give teachers and students information they
can use to make mid- course changes and
corrections?
purpose of eCATs With frequent
and consistent use CATs can...
Provide just-in-time feedback about the teaching-learning
process
Provide information about student
learning with less work than traditional assignments (tests,
papers, etc.)
Encourage the view that
teaching is an ongoing process
of inquiry, experimentation,
and reflection
Help students become better
monitors of their own learning
Help students feel less
anonymous and more involved, even in large
courses
Provide concrete evidence that the
instructor cares about learning
assessment vs. evaluation Assessment is the term used to look at how the level of quality of a performance or outcome could be improved in the future. Assessment includes strengths that should be sustained as well as high-priority areas for improvement. The assessment process is not concerned with the level of quality; only with how to improve the level of quality.
Evaluation is the term used to describe the determination of the level of quality in the present time. The evaluation process focuses only on the actual level of quality with no interest in why that level was attained.
phased approach Phase 1:
Planning a e-Classroom Assessment Project
Phase 2: Implementing the e-Classroom
Assessment Project
Phase 3: Responding to Results
Step 1: Choose the focus class (this could be synchronous or an assignment, or weekly topic) Step 2: Focus on an assessable goal or question Step 3: Plan eCATs based on that goal
Step 4: Teach the target lesson related to that goal or question Step 5: Collect feedback data Step 6: Analyze student feedback
Step 7: Interpret results and formulate an appropriate response to improve learning Step 8: Communicate results; try out the response Step 9: Evaluate the project's effect(s) on teaching and learning
eCAT examples for today ● muddiest point & aha! moment ● one sentence summary ● concept mapping ● self-assessment, self-awareness ● student generated test/quiz questions ● one minute reflection
Learners respond to
one question
Assesses Prior Knowledge, Recall, and
Comprehension
Well suited to large, lower division courses but not to those which emphasize integration,
synthesis and evaluation
What was the muddiest point in _________ ?
Alternatively, what was the concept or topic that came to light? What was
your Aha Moment?
Considered by many as the simplest CAT
muddiest point, aha! moment
muddiest point, aha! moment Potential Technologies ● Today’s Meet (synchronous or asynchronous) ● Discussion Board
o anonymous (or not) o see posts (or not)
● Survey or Poll (synchronous or asynchronous) o Survey Monkey o Google Forms or Docs o KwikSurveys o Polleverywhere (limited to 40 with free account)
● Webinar tool (synchronous session) o Adobe Connect or Blackboard Collaborate polls
let’s experiment!
Muddiest Point or Aha! Moment
One Sentence Summary
Self-Assessment
One Minute Reflection
Learners write a single informative, grammatical,
and long summary sentence.
Assesses Skill in Synthesis and Creative
Thinking
The instructor asks students to answer the questions about a given topic: "Who does what to whom, when, where, how, and why"?
Instructor is able to assess, original intellectual products that result from a synthesis of course content and the students’ intelligence, judgment, knowledge, and skills
Stimulates creativity
one sentence summary
one sentence summary
Potential Technologies ● Discussion Boards ● VoiceThread (audio/video or text-based) ● Google Docs ● Blog
o LMS o WordPress, etc.
let’s experiment!
Muddiest Point or Aha! Moment
One Sentence Summary
Self-Assessment
One Minute Reflection
Students draw or diagram the
mental connections they make between a
major concept and other concepts
they have learned
Assesses Skill in Synthesis and Creative
Thinking
Provides an observable and assessable record of
the students' conceptual schema the patterns of associations they make in relation to a
given focal concept
Especially useful in any course that covers high theoretical content to
generate and communicate complex
ideas
Stimulates creativity and aids learning by explicitly integrating new and old
knowledge
concept or mind mapping
concept or mind mapping
Potential Technologies ● Bubbl.us (five free) ● Popplet (three free) ● Google Drawing app
Students are likely to learn more if they are
capable of clearly articulating their goal
and self-concepts and making
connections between those and course
goals and requirements.
Designed to assist teachers in developing students’ attitudes,
opinions, values, and self - awareness within the course
curriculum.
Course-related, Self-Confidence Surveys Students complete an anonymous survey indicating their level of confidence in mastering the course material (Rate your ability to…insert learning outcomes here).
Goal Ranking and Matching Students list and prioritize 3 to 5 goals they have for their own learning in the course.
Designed to help students
express personal goals and clarify self-concept in order to
make a connection between the articulated goals and those of
the course.
self-assessment, self-awareness
Potential Technologies ● Surveys
LMS SurveyMonkey Google Forms
● Polls KwikSurveys Polleverywhere
self-assessment, self-awareness
let’s experiment!
Muddiest Point or Aha! Moment
One Sentence Summary
Self-Assessment
One Minute Reflection
Students are
asked to prepare two or three potential test questions and accompanying correct (or A+)
responses.
Assesses Skill in Application and
Performance
Instructors see what their students consider the most important or memorable content
Instructors can assess how well the learners
can answer the questions they have
posed
Instructor can also glean what the learners understand as fair and useful test questions
student generated test/quiz questions
Potential Technologies ● Blog ● Wiki ● Discussion Board ● Test/Quiz in LMS
Other options after the questions are analyzed and solidified: ● Zaption - interactive quiz maker using multi-media
components
student generated test/quiz questions
Learners answer two questions
Assesses Prior Knowledge, Recall, and
Comprehension
What was the most important thing you
learned during this class? What important question
remains unanswered?
What is the one thing that helped you learn the most in
this week's activities? What is the one thing in this course that is least helpful to your learning?
Perhaps the most frequently used CAT
minute paper (or reflection)
Potential Technologies ● Discussion Boards ● VoiceThread (audio/video or text-based) ● Google Docs ● Survey
o LMS o Survey Monkey o Google Forms
● Test/quiz in LMS (can use built-in timer) ● Blog
o LMS o WordPress, etc.
minute paper (or reflection)
let’s experiment! (optional)
One Minute Reflection
NOTE! For this eCAT, you will need a VoiceThread account. If you have one already you can go directly to the link posted in the chat window to post a video, audio or text comment. If you would like to create a free VT account, you will do so at www.voicethread.com and then click on the link for this eCAT to post a video, audio or text comment.
Instructors only use CATs that they have previously tried on
themselves; or experimented with
a colleague
Instructors use only those techniques that appeal to their
intuition and professional judgment
Instructors start with techniques that are quick and
easy to use in a classroom setting in which the
faculty member and the students are comfortable
Instructors must "close the loop" by reporting back to
students what they, as faculty, have learned from
student feedback and how that information can be used to improve student learning
Instructors allow more time to complete the task the first time
than might seem necessary
eCATs final considerations Effectiveness was experienced when...
Resources http://cft.vanderbilt.edu/guides-sub-pages/cats/ http://pages.uoregon.edu/tep/resources/newteach/fifty_cats.pdf http://www.crlt.umich.edu/sites/default/files/resource_files/ClassroomAssessmentTechniquesHopkins.pdf http://flexiblelearning.net.au/plan-and-deliver/design-e-learning/gallery/concept-maps-and-mind-maps/ http://www.pcrest2.com/institute_resources/PAI/4_1_2.pdf http://files.eric.ed.gov/fulltext/ED317097.pdf Excellent List of EdTech Tools by type: https://docs.google.com/document/d/1gcUtw_j7QGqhhjF8h87lkygkLptaeraC16uL92aRi1w/edit?usp=sharing Technologies: VoiceThread KwikSurvey Google Apps TodaysMeet Popplet Bubbl.us Zaption