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Integrating Formative Assessment Learning Activities into Practice - - PowerPoint PPT Presentation

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Integrating Formative Assessment Learning Activities into Practice Image created by V. S. Towne using Wordle.net Page 1 of 78 MOBILE PHONE POLL PARTICIPATION SEND A TEXT MESSAGE TO: 37607 Message: VSTOWNE or vstowne RECEIVE THIS RESPONSE

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Integrating Formative Assessment Learning Activities into Practice

Image created by V. S. Towne using Wordle.net

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TO: 37607 Message: VSTOWNE or vstowne

SEND A TEXT MESSAGE

RESPONSE: “You’ve joined Vicki Towne’s session (VSTOWNE). When you’re done, reply LEAVE

RECEIVE THIS RESPONSE

MOBILE PHONE POLL PARTICIPATION

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Assessments ts are o

  • nly u

usefu ful f for d determining student grades

Text

  • “A” if you Agree
  • “B” if you Disagree and
  • “C” if you are Not sure or Neutral.

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Form rmative a assessments are a good teaching pr pract actice ce

Text

  • “A” if you Agree
  • “B” if you Disagree and
  • “C” if you are Not sure or Neutral.

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Q2

Here are the results!

Q1

Assessments are only useful for determining student grades Formative assessments are a good teaching practice

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Morning Session

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Afternoon Session

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Tell us about yourself!

  • Name (I Like to be called …..)
  • What you do (I teach . . . , I train . . . , I consult . . ., I design

coursework . . . )

  • Where you are from (city, state)
  • The course or learning event you selected for your workshop focus
  • Something NOBODY would guess about you (rabid Harry Potter fan,

mountain climber, raises pet pigs, accidental tourist, etc.)

  • One thing you expect from this workshop

Session 1

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Session I: Preparing to Use Formative Assessments to Enhance Teaching and Learning

Image created by V. S. Towne using Wordle.net

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Background Knowledge Probe Summary

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Teacher Directed and Learner Centered

Image from http://firstmonday.org/ojs/index.php/fm/article/view/924/846

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Goals, Objectives and Outcomes

Image from http://pandora.cii.wwu.edu/cii/resources/outcomes/measurement.asp

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Formative and Summative

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Assessment and Evaluation

Image from http://www.pcrest2.com/LO/assessment/3.htm

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Reflection IN Action and Reflection ON Action

Image by V. S. Towne applying Kolb (1984) and Schön (1983) to Angelo & Cross’s (1993) Classroom Assessment Techniques project process

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Bloom’s Taxonomy and Other models

Public image from http://www.docstoc.com/docs/127058647/Blooms-CognitiveAffectivePsychoMotordoc---Wikispaces-xroads

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Context-Specific

Learners

  • Education &

Ability levels

  • Prior Knowledge
  • f Subject
  • Experience
  • Motivation &

Attitudes

  • Learning Styles

Learning Context

  • Facilities,

Equipment, Resources

  • instructional

Aids available

  • Site is

appropriate for Adult Learners

  • Learning is

authentic and relevant

  • Learning

Delivery Method and Strategy Performance Context

  • Physical Setting

for using new skills and knowledge

  • Social Aspects
  • Solo or team
  • Independent
  • r supervised
  • Relevance of

Knowledge and Skills to workplace

Images by V. S. Towne detailing the Context-specific teaching and learning concept

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Image from http://www.admorassociates.co.nz/learning-and-development/

Learning Culture

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Learning Culture

Image from http://talentdesignpotential.com/5-questions-build-learning-culture-leaders-use/

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Reference: Angelo, T. & Cross, P. K. (1993). Classroom assessment techniques: A handbook for College Teachers

Image from http://datause.cse.ucla.edu/fa_cycle.php?node=0

Classroom Assessment Techniques (CATs)

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Teaching Goals Inventory (TGI)

Reference: Angelo, T. & Cross, P. K. (1993). Classroom assessment techniques: A handbook for College Teachers Palette Image from http://www.stuff4crafts.com/artist-palette-jigsaw-shaped-puzzle-500-pieces-20-5-x29-puz0035e.html

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CAT 1 – Background d Kno nowledge Probe

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Teaching Goals Inventory

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3

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31 3.875

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What surprised you? Do you think the results would be different if you had selected a different course or learning event as your focus? Would you re-think your Teaching Role (Q 53) selection given your cluster scores? How do your TGI results mesh with the goals and

  • utcomes stated in your syllabus?

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Session II: Aligning Goals and Outcomes with Learning Activities

Image created by V. S. Towne using Wordle.net

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Objective:

  • Objective: Using their analysis of their completed TGI

in conjunction with specific course reference materials, participants will be able to create in writing one or more assessable goals and a related assessable question for a specific class or learning activity that are aligned with an identified teaching goal.

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Instructional Goal: – What Teachers Think Students Should Learn. “I want students to learn ___________________.” This generally goes beyond “covering the content”

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Learning Outcome: – What Students Should be Able to do with what they have learned. “I want students to be able to __________________” This generally goes beyond “reciting facts and figures”

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Assessable question: – The focus question about student learning and the related outcome or goal that is so limited in scope and narrow, it is answered with the results of one Classroom Assessment Technique activity.

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Angelo & Cross (2003) CAT 13 - One Sentence Summary

“I {teacher} want to {What . . . } to/for my students {When . . . } in {Where . . } by {How . . } so/because {Why. . .}”

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  • 1. TEACHING LEARNERS SUBJECT MATTER FACTS AND PRINCIPLES
  • 2. PROVIDING A ROLE MODEL FOR LEARNERS
  • 3. HELPING LEARNERS DEVELOP HIGHER-ORDER THINKING SKILLS
  • 4. PREPARING LEARNERS FOR JOBS/CAREERS
  • 5. FOSTERING LEARNER DEVELOPMENT AND PERSONAL GROWTH
  • 6. HELPING LEARNERS DEVELOP BASIC LEARNING SKILLS

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Authentic

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CAT 13 h help elped m me g e go

  • from a

a broad g goa

  • al t

l to

  • a

focu

  • cused a

asses essable le q questio ion.

Text

  • “A” if you Agree
  • “B” if you Disagree and
  • “C” if you are Not sure or Neutral.

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This a acti ctivit ity m made m me th e think of

  • f w

ways I I cou

  • uld

ld u use e CAT 13 i in my o

  • wn p

practi tice. ce.

Text

  • “A” if you Agree
  • “B” if you Disagree and
  • “C” if you are Not sure or Neutral.

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Q2 Q1

Here are the results!

This activity made me think of ways I could use CAT 13 in my own practice. CAT 13 helped me go from a broad goal to a focused assessable question.

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Assessable Question Exercise

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Assessable Question Rubric

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Session III: Adopting and Adapting a CAT

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Morning Session

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Afternoon Session

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Categories

Image from http://gameshows.wikia.com/wiki/Jeopardy!/Game_Board

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There are three major r CATs categori ries

  • A. Assessing Course-Related Knowledge and Skills
  • B. Assessing Attitudes, Values and Self –Awareness

C. Assessing Reaction to Instruction

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CAT 21 Worksheet

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Small g group s session

  • A. Assessing Course-Related Knowledge and Skills
  • B. Assessing Attitudes, Values and Self –Awareness

C. Assessing Reaction to Instruction

Materials Needed:

  • Assessable Question Exercise
  • Index of CATs
  • CAT 21 Worksheet

CAT Index

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The CAT 21 activity helped me to zero in on potential CATs to meet my needs.

You should still be connected to our Poll feature if not, Text VSTOWNE to 37607 once to join, then text

  • “A” if you Agree
  • “B” if you Disagree and
  • “C” if you are Not sure or Neutral.

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This activity made me think of ways I could use CAT 21 in my own practice.

Send a Text to 37607:

  • “A” if you Agree
  • “B” if you Disagree and
  • “C” if you are Not sure or Neutral.

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Here are the results!

The CAT 21 activity helped me to zero in on potential CATs to meet my needs. This activity made me think of ways I could use CAT 21 in my own practice.

Q1 Q2

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CAT Selection Exercise

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CAT Selection Rubric

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  • Focus on what a successful outcome would provide
  • The assessment reinforces the content coverage and

previews the summative evaluation

  • The assessment is crafted to provide information the

learners and the teacher can use to make improvements and fill gaps

  • Assessment occurs BEFORE learners are tested or

evaluated

  • Keep the CAT short, simple and clear

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Small group s session

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  • Focus on what a successful outcome would provide
  • The assessment reinforces the content coverage and

previews the summative evaluation

  • The assessment is crafted to provide information the

learners and the teacher can use to make improvements and fill gaps

  • Assessment occurs BEFORE learners are tested or

evaluated

  • Keep the CAT short, simple and clear

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Session IV: Preparing to Administer a CAT

Image created by V. S. Towne using Wordle.net

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Objective: Using a CAT adapted for their own use in a specific learning event, participants will be able to formulate in writing an administration plan that includes setup and introduction of the activity, the materials needed, and how to communicate results to students

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Example of Administering CAT 6 Minute Paper

YouTube video downloaded from: http://youtu.be/W6_pbCRREqU - published by Rabbi Naphtali Hoff on Jul 3, 2013

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Small group ses ession

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Limit the number of questions, keep focus on key concepts or skills

Handwritten responses engage the learner in reflection and can serve to consolidate learning

Individual responses are often not as revealing as group results

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CAT Ad Admin Pl Plan Ex Exercise

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CAT Admi min Plan n Rubri ric

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YouTube Video downloaded from: http://youtu.be/BBPlTa64Aeg first published in 2011 by Childline.org.uk, a service for young people in the UK.

Wrap up

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Wrap-up and Continuing Online

Image created by V. S. Towne using Wordle.net

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CATs

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  • 1. Send an email to VSTCLAS@GMAIL.COM with the subject: Online

CAT Workshop, and

  • 2. Click on the private web link provided in the reply email.
  • 1. Tell us you want to participate on the exit survey and provide your

preferred email address

  • 2. When you receive an email from VSTCLAS@GMAIL.COM with the

subject: Online Cat Workshop Confirmation, then click on the private web link provided in the email

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YouTube video downloaded from: http://youtu.be/EFAZKZ3AGZc - Published on Oct 31, 2012 by Venga Productions.

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