Some notes from the conference: University Teaching as a Scholarship?

Some notes from the conference: University Teaching as a Scholarship?

24.01.2011 | Ajankohtaista, Osaamisen kehittäminen

Conference homepage

Workshop: Classroom Assessment Techniques

24.1.2011, by James Groccia, Auburn University, USA

Three Types of Workshop Attendees

  • Prisoner: Someone made me to come
  • Judge: I know this already
  • Explorer: I want to learn

What are CATs, in your opinion?

  • Giving feedback, getting feedback
  • Dialogue
  • Constant and simultaneous self evaluation, both teacher and students
  • Assessing what the others know and what they don’t know.

Seven Principles for Good Practice in Undergraduate Education

  • Encourages Student – Instructor Contact
  • Encourages Cooperation Among Students
  • Encourages Active Learning
  • Gives Prompt Feedback
  • Emphasizes Time on Task
  • Communicates High Expectations
  • Respects Diverse Talents and Ways of Learning (Chickering et al. 1987)

Effective Feedback Answers for three Questions

  • What I know?
  • How do I know it?
  • Where to next?

Background Knowledge Probe (BKP) at the beginning of the lesson, for example

  • What are CATs?
  • Have you ever used one?
  • What is the reason of using them?

Advance Organizers are

  • Organizational cues
  • Tools that help connect known to unknown
  • Frameworks for help students to combine and create entities.

Formative Assessment

  • Getting feedback or the data of an activity before, during or after the activity improves the outcomes of the activity.
  • Are they understanding what I am doing? What were the goals?

What is Classroom Assessment?

  • Hlps student to find out what they have learned and how they have learned it.

CATs, examples

  • Concept Maps: Before lesson as a study tool, during lesson as a note-taking tool, as a testing tool
  • Experience difficult learning situation; if we “get it”, necessarily students don’t “get it” — we have to get a experience not “getting it”.
  • Critical Incident Questionnaire: At what moment in the class this week did you feel most engaged with what was happening? At what moment in the class this week did you feel most distanced from what was happening? Etc.
  • ATA: Alone – Together – Alone – Think about & write answer; share with pair / small group / class; think alone and review.
  • One minute paper: What is the most important thing you learned today? What issue is least clear?
  • Small Group Instructional Feedback (SGIF) — three questions in the midway of the course: What is going well to facilitate your learning? What suggestions would you like to make to improve this learning experience? What other comments would you like to make about this course?
  • Chain notes: Students pass around an envelope on which the teacher has written one question about the lesson. Student spends moment thinking and writes answer, puts it in envelope and passes envelope to next student. Teacher reads, reflects and responds.
  • One sentence summary
  • Application Cards: Ask students to give at least one real-world application. Teacher quickly reads the applications and picks a few examples and shares with class.

Feedback Exploiting Process

  • You get feedback
  • You think about it
  • You process it
  • You return it.

CATs differ from exams

  • CATs = Low stakes
  • Exams are usually too late to change learning or make corrections.

CATs have following Characteristics

  • Learner-centered but teacher-directed
  • Mutually beneficial
  • Context-specific
  • Ongoing
  • Rooted in good teaching practice

References

Stephen Brookfield: On Becoming a Critically Reflective Teacher

To be continued …

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