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Classroom Techniques

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CAT'S Classroom Assessment techniques
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  Effective Assessment When you hear the word assessment, what comes to mind? Neat rows of students, neatly filling in rows of Scantron bubbles, the results of which will be displayed numerically in the neat rows of an excel sheet then transferred to the columns of students’ transcripts. Often, this sort of assessment feels like an afterthought, something that happens once the learning is done. Classroom Assessment Techniques (CATs)   What re ! s?    Why Should # $se ! s?    %ow Should # $se ! s?    Where !an # &ind 'ore ! s?  What Are CATs? !lassroom ssessment echni(ues )! s* are generally simple, non+graded, anonymous, in+class actiities designed to gie you and your students useful feedback on the teaching+learning process as it is happening.-xamples of ! s include the following.   he  Background Knowledge Probe  is a short, simple (uestionnaire gien to students at the start of a course, or before the introduction of a new unit, lesson or topic. #t is designed to uncoer students’ pre+conceptions.   he  Minute Paper   tests how students are gaining knowledge, or not. he instructor ends class by asking students to write a brief response to the following (uestions /What was the most important thing you learned during this class?0 and /What important (uestion remains unanswered?0   he  Muddiest Point   is one of the simplest ! s to help assess where students are haing difficulties. he techni(ue consists of asking students to 1ot down a (uick response to one (uestion /What was the muddiest point in 2the lecture, discussion, homework assignment, film, etc.3?0 he term /muddiest0 means /most unclear0 or /most confusing.0   he What’s the Principle?  ! is useful in courses re(uiring problem+soling. fter students figure out what type of problem they are dealing with, they often must decide what  principle)s* to apply in order to sole the problem. his ! proides students with a few  problems and asks them to state the principle that best applies to each problem.    Defining Features Matrix  4repare a handout with a matrix of three columns and seeral rows. t the top of the first two columns, list two distinct concepts that hae potentially confusing similarities )e.g. hurricanes s. tornados, 4icasso s. 'atisse*. #n the third column, list the important characteristics of both concepts in no particular order. 5ie your students the handout and hae them use the matrix to identify which characteristics belong to each of the two concepts. !ollect their responses, and you’ll (uickly find out which characteristics are giing your students the most trouble. Why Should I Use CATs? ! s can be used to improe the teaching and learning that occurs in a class. 'ore fre(uent use of ! s can6   4roide 1ust+in+time feedback about the teaching+learning process    4roide information about student learning with less work than traditional assignments )tests, papers, etc.*   -ncourage the iew that teaching is an ongoing process of in(uiry, experimentation, and reflection   %elp students become better monitors of their own learning   %elp students feel less anonymous, een in large courses   4roide concrete eidence that the instructor cares about learning Ho Should I Use CATs? 7esults from ! s can guide teachers in fine+tuning their teaching strategies to better meet student needs.  good strategy for using ! s is the following.8.9ecide what you want to assess about your students’ learning from a ! . :.!hoose a ! that proides this feedback, is consistent with your teaching style, and can be implemented easily in your class. ;.-xplain the purpose of the actiity to students, and then conduct it. <.fter class, reiew the results, determine what they tell you about your students’ learning, and decide what changes to make, if any. =.>et your students know what you learned from the ! and how you will use this information.

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Jul 23, 2017

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Jul 23, 2017
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