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 RESPONSE: “You’ve joined Vicki Towne’s session (VSTOWNE). When you’re done, reply LEAVE Page 2 of 78
Assessments ts are o only 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 . Page 3 of 78
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 . Page 4 of 78
Here are the results! Assessments are only useful for determining student grades Formative assessments are a good teaching practice Q2 Q1 Page 5 of 78
Morning Session Page 6 of 78
Afternoon Session Page 7 of 78
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 Page 8 of 78
Session I: Preparing to Use Formative Assessments to Enhance Teaching and Learning Image created by V. S. Towne using Wordle.net Page 9 of 78
Background Knowledge Probe Summary Page 10 of 78
Teacher Directed and Learner Centered Page 11 of 78 Image from http://firstmonday.org/ojs/index.php/fm/article/view/924/846
Goals, Objectives and Outcomes Page 12 of 78 Image from http://pandora.cii.wwu.edu/cii/resources/outcomes/measurement.asp
Formative and Summative Page 13 of 78
Assessment and Evaluation Page 14 of 78 Image from http://www.pcrest2.com/LO/assessment/3.htm
Reflection IN Action and Reflection ON Action Page 15 of 78 Image by V. S. Towne applying Kolb (1984) and Schön (1983) to Angelo & Cross’s (1993) Classroom Assessment Techniques project process
Bloom’s Taxonomy and Other models Page 16 of 78 Public image from http://www.docstoc.com/docs/127058647/Blooms-CognitiveAffectivePsychoMotordoc---Wikispaces-xroads
Performance Context-Specific Learners Learning Context Context • Education & • Facilities, • Physical Setting Ability levels Equipment, for using new Resources skills and • Prior Knowledge knowledge of Subject • instructional Aids available • Social Aspects • Experience • Site is • Solo or team • Motivation & appropriate for Attitudes • Independent Adult Learners or supervised • Learning Styles • Learning is • Relevance of authentic and Knowledge and relevant Skills to • Learning workplace Delivery Method and Strategy Page 17 of 78 Images by V. S. Towne detailing the Context-specific teaching and learning concept
Learning Culture Page 18 of 78 Image from http://www.admorassociates.co.nz/learning-and-development/
Learning Culture Page 19 of 78 Image from http:// talentdesignpotential.com/5-questions-build-learning-culture-leaders-use /
Classroom Assessment Techniques (CATs) Reference: Angelo, T. & Cross, P. K. (1993). Classroom assessment techniques: A handbook for College Teachers Page 20 of 78 Image from http://datause.cse.ucla.edu/fa_cycle.php?node=0
Teaching Goals Inventory (TGI) Reference: Angelo, T. & Cross, P. K. (1993). Classroom assessment techniques: A handbook for College Teachers Page 21 of 78 Palette Image from http://www.stuff4crafts.com/artist-palette-jigsaw-shaped-puzzle-500-pieces-20-5-x29-puz0035e.html
CAT 1 – Background d Kno nowledge Probe Page 22 of 78
Teaching Goals Inventory Page 23 of 78
3 Page 24 of 78
3.875 31 Page 25 of 78
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 outcomes stated in your syllabus? Page 26 of 78
Page 27 of 78
Page 28 of 78
Session II: Aligning Goals and Outcomes with Learning Activities Image created by V. S. Towne using Wordle.net Page 29 of 78
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. Page 30 of 78
Instructional Goal: – What Teachers Think Students Should Learn. “I want students to learn ___________________.” This generally goes beyond “covering the content” Page 31 of 78
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” Page 32 of 78
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. Page 33 of 78
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. . .}” Page 34 of 78
Page 35 of 78
Page 36 of 78
Page 37 of 78
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 Page 38 of 78
Authentic Page 39 of 78
CAT 13 h help elped m me g e go o from a a broad g goa oal t l to o a focu ocused 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 . Page 40 of 78
This a acti ctivit ity m made m me th e think of of w ways I I cou ould ld u use e CAT 13 i in my o own p practi tice. ce. Text • “A” if you Agree • “B” if you Disagree and • “C” if you are Not sure or Neutral . Page 41 of 78
Here are the results! CAT 13 helped me go from a broad goal to a focused assessable question. This activity made me think of ways I could use CAT 13 in my own practice. Q2 Q1 Page 42 of 78
Assessable Question Exercise Page 43 of 78
Assessable Question Rubric Page 44 of 78
Session III: Adopting and Adapting a CAT Image created by V. S. Towne using Wordle.net Page 45 of 78
Morning Session Page 46 of 78
Afternoon Session Page 47 of 78
Categories Page 48 of 78 Image from http://gameshows.wikia.com/wiki/Jeopardy!/Game_Board
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 Page 49 of 78
CAT 21 Worksheet Page 50 of 78
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 Page 51 of 78
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 . Page 52 of 78
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. Page 53 of 78
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. Q2 Q1 Page 54 of 78
CAT Selection Exercise Page 55 of 78
CAT Selection Rubric Page 56 of 78
• 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 Page 57 of 78
Small group s session Page 58 of 78
Recommend
More recommend
