Assessment in Classroom

Today's session – ASSESSMENT IN CLASSROOM

Objectives:

Definition

Types

Characteristics

Benefits

Kind of evaluation

How to use cats

CATS techniques

Application to nursing

The Word “Assess”

• From the Latin verb “assidere” = “to sit by” e.g., as an

assessor or assistant-judge.

– Hence “in assessment of learning” = “to sit with the

learner”

– Implies it is something that we do with and for

students and not to students

• Assessment is the art and science of knowing what

students know

– It provides “evidence” of students’ knowledge,

skills, and abilities

WHAT IS AN ASSESSMENT?It involves systematically gathering,

analyzing, and interpreting

evidence

to determine how well

performance matches those

expectations and standards;

and using the resulting information

to document, explain, and

improve performance.”

Types of assessment (higher education)

Institutional assessment

Curricular and program assessment

Course and classroom (learner-centered) assessments

Our focus today: classroom assessments

Assessments fit into four categories:

– Screening (Which students may need extra help?)

– Diagnostic (What are the student’s strengths and

weaknesses?)

– Outcome (Did the student make progress towards the

core standards?)

– Progress Monitoring (Is learning happening during

instruction?)

What is a classroom assessment?

• Classroom Assessment is an approach designed to help teachers find out

what students are learning in the classroom and how well they are learning

it. (Method for understanding student learning).

• Systematic collection and analysis of information to

improve educational practice. (To Identify, Record, and Monitor

Student Progress).

• It provides faculty and students with information and insights needed to

improve teaching effectiveness and learning quality.“ (Based on the

belief that the more you know about what your students

know and how they learn, the better you can plan your

learning activities and structure your teaching).

What is classroom assessment?

• Classroom assessment is both a teaching approach and a set of techniques.

The techniques are mostly • simple, • non-graded, anonymous, • in-class activities (gives both you and your

students useful feedback on the teaching-learning process).

HOW DO WE KNOW WHAT THEY DO KNOW?

• Standardized tests (summative)

• Alternative assessments (formative)

Summative Vs formative assessmentSummative

Assessment

• Is separated from the act of teaching

• Is carried out at intervals when achievement has to be summarized and reported

• Looks at past achievements

• Adds procedures or tests to existing work

• Involves only grading and feedback of grades to students

• “Certifies” achievement.

Formative Assessment

Informal: carried out frequently and is planned at the same time as teaching

Provides interactive and timely feedback and response: which leads to students recognizing the (learning) gap and closing it (it is forward-looking)

In addition to feedback, includes self-monitoring

Fosters life-long learning: It is empirically argued that it has the greatest impact on learning and achievement.

Classroom assessment versus evaluation

• Evaluation– Summative: Summary of earlier discussion

• Classroom assessment – formative Benefits to:– Students– Teachers/faculty– University

How do CATs compare to “Typical Testing?”

“Typical Testing” “CATs”

Assess Achievement Feedback for Learning

Summative (one shot) Formative (ongoing)

Not Anonymous Anonymous

Longer/Involved Quick and Easy

Graded Not Graded

Areas We Can Explore with CATs

Background Knowledge What have you learned?

Content/Material What are you learning?

Process How are you learning?

Application How do you use it?

Barriers What’s hindering you?

Study Skills Do you have the tools?

Attitudes What do you think?

Types: Informal And Formal Classroom Assessment

INFORMAL:Instructors rely on answers to questions, listen to student comments, monitor body language and facial expressions.

FORMAL Evaluations that provide information that can be used to improve course content, methods of teaching, and, ultimately, student learning.

Formative evaluations are most effective when they are done frequently.

and the information is used to effect immediate adjustments in the day-

to-day operations of the course.

Some faculty incorporate a CAT into every class session.

What Does the Research on Formative Assessment Tell Us?

All students can succeed with appropriate guidance

Learners’ perceptions and beliefs about their capacity to

learn affects their achievement

Development of self-assessment is vital

Need to move from “evaluation” to assessment

Therefore …

Consider separating feedback from grading

Focus on learning rather than just summative assessment

Encourage reflective assessment with peers

Characteristics of an Exemplary “Assessment Task”

Valid Yields useful information to guide learning

Coherent Is structured so that activities lead to desired performance

product

AuthenticAddresses ill-defined problems/issues that are enduring or

emerging

Rigorous Requires use of declarative, procedural, and metacognitive

knowledge

EngagingProvokes student interest and persistence

Challenging Provokes, as well as evaluates, student learning

Respectful Allows students to reveal their uniqueness as

learners

Responsive Provides feedback to students leading to

improvement

Questions to Ask When Developing an Effective “Assessment Task”. (Essential Components of

Critical Thinking and Problem-solving)

From the perspective of cognitive psychologists three types of knowledge

interact in the process of thinking critically and solving ill-defined

problems:

Declarative knowledge: knowing the facts and concepts in the

discipline

Procedural knowledge: knowing how to reason, inquire, and

present knowledge in the discipline

Metacognition: cognitive control strategies such as setting goals,

determining when additional information is needed, and

assessing the fruitfulness of a line of inquiry.

Seven Characteristicsof Classroom Assessment

1. Learner-Centered: focused on learning rather than teaching.

2. Teacher Directed: depends on the judgment and knowledge of teachers.

3. Mutually Beneficial: benefits both students & teachers.

4. Formative: used to improve teaching, not evaluate overall effectiveness.

5. Context-Specific: what works in one class may not work in another.

6. Ongoing: uses a perpetual “feedback loop”.

7. Rooted in Good Teaching Practice: takes what teachers already do and tries to make it more systematic, more flexible, and more effective.

Assessment loop cycle

Identify Student Learning

Outcomes

Curriculum Mapping

Methods of Assessment

Gather Evidence

Use Results

Benefits of classroom assessment

• Serves as an ongoing communication process between you

and your students over the entire semester.

• To determine the degree to which the objectives of a course or

particular class period have been achieved.

• Provides specific feedback on what is working and what is not

working.

• Provides increased understanding about student learning in

your classroom, allow to adapt your teaching as the course

progresses.

Why should I use CATs?

For faculty, more frequent use of CATs can:

provide day-to-day feedback that can be applied immediately; and make mid-course corrections.

Provide useful information about student learning with a much lower investment of time compared to tests, papers, and other traditional means of learning assessment.

Allow you to address student misconceptions or lack of understanding in a timely way; help to foster good working relationships with students. Help to foster good rapport with students and increase the efficacy of teaching and learning.

Encourage the view that teaching is a formative process that evolves over time with feedback.

For students, more frequent use of CATs can:

Help them become

better

monitors of

their own learning.

Help brea

k dow

n feelings of

anonymit

y, especially

in large

r cours

es.

Point

out the need to alter stud

y skill

s.

Provide

concrete evidence that the

instructor cares abou

t learning.

How do students directly benefit from classroom assessment?

For students, CATs can:

• help develop self-assessment and learning management skills;

• reduce feelings of isolation and impotence, especially in large classes; Reduce

uncertainty of student learning between exams.

• increase understanding and ability to think critically about the course content;

Meta-cognitive skills – awareness and understanding of their own learning skills,

performance and habits.

• foster an attitude that values understanding and long-term retention;

• Develop a culture of openness and consistent feedback

• show your interest and caring about their success in your classroom.

Classroom Assessment Addresses The Following Questions Such As

• Are my students learning what I think I am teaching?

• Who is learning and who is not learning?

• What am I doing that is useful for these students?

• What am I doing that is not useful for these students?

• QUESTIONS TO ASK YOURSELF?• What do you want to learn by using a CAT?

• How will the feedback be helpful to you?

How do I use Classroom Assessment Techniques?

Decide what you want to

learn from a classroom assessment.

Choose a Classroom

Assessment Technique (CAT) that

provides this feedback, is consistent with your teaching

style, and can be easily

implemented in your class.

Explain the purpose of the activity to students,

then conduct it.

After class, review the results and

decide what changes, if

any, to make.

Let your students

know what you learned

from the CAT and how you will use this information.

CATS WHAT DO THEY ASSESS? What kinds of evaluations are CATs designed to perform?

Course-related knowledge and skills (including• prior knowledge, recall and understanding;• analysis and critical thinking skills;• synthesis and creative thinking skills;• problem solving skills; and• application and performance skills)

Student attitudes, values, and self-awareness (including • students' awareness of their own values and attitudes;• students' awareness of their own learning processes; and • course-related learning and study skills awareness)

Reactions to instruction methods (including • student and peer reactions to teachers and teaching, • class activities, assignments, and materials)

To consider when choosing CAT

• Levels of Time and Energy Required for:

– Prep: Faculty to prepare to use

this CAT

– In class: Students to respond to

the assessment

– Analysis: Faculty to analyze the

data collected.

– Scale: Low, Medium, High

Choosing The Right Assessment

• Considerations:– Time & Energy

• Preparation• Front End vs. Back End

– Student Response– Teaching Goals

COURSE KNOWLEDGE AND SKILL: A)PRIOR KNOWLEDGE Pre assessment survey

Familiarity with classroom assessment.

Have ever used classroom assessment

› Assignments and quizzes

› A little informal, un-graded assessment

How assessment differs from evaluation

› Assessment pre and current, evaluation post

› Lines between the two blurred

Benefits to teachers and students

› Evaluate and improve teaching methods

› Improve learning and assess knowledge level

course assessment knowledge and skills

* Surveys of Knowledge. Ask students (before topic is covered) what their beliefs about the topic are.

a) Background Knowledge Probe Description:b) gives feedback on students' prior learning.

• At the first class meeting, many college teachers ask students for general information on their level of preparation, often requesting that students list courses they have already taken in the relevant field.

• short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or topic.

• It may require students to write short answers, to circle the correct response to multiple-choice questions, or both.

Background Knowledge ProbeStep-by-Step Procedure:

1. Before introducing an important new concept, subject, or topic in the

course syllabus, consider what the students may already know about it.,

try to find at lease one point that most students are likely to know, and

use that point to lead into others, less familiar points.

2. Prepare two or three open-ended questions, a handful of short-answer

questions, or ten to twenty multiple-choice questions.

3. These questions need to be carefully phrased, since a vocabulary that

may not be familiar to the students can obscure your assessment of how

well they know the facts or concepts.

Background Knowledge ProbeStep-by-Step Procedure:

Write your open-ended questions on the chalkboard, or hand out short

questionnaires.

Direct student to answer open-ended questions succinctly, in two or three

sentences if possible.

Make a point of announcing that these Background Knowledge Probes are

not tests or quizzes and will not be graded.

Encourage students to give thoughtful answers that will help you make

effective instructional decisions.

At the next class meeting, or as soon as possible, let students know the

results, and tell them how that information will affect what you do as the

teacher and how it should affect what they do as learners.

• Background Knowledge Probe: an illustration

• Short, simple questionnaires prepared by instructors for use at the beginning of a

course, at the start of a new unit or lesson, or prior to introducing an important new

topic.

• For fast analysis responses can be sorted into "prepared" and "not prepared" piles.

• For a detailed analysis answers can be classified into the following categories:

• [-1] = erroneous background knowledge;

• [0] = no relevant background knowledge;

• [+1] = some relevant background knowledge;

• [+2] = significant background knowledge.

• With this feedback faculty can determine the most effective starting point for a given

lesson and the most appropriate level at which to begin instruction.

ASSESSING PRIOR KNOWLEDGE

Background Knowledge Probe Example: In response to each name, term or concept, circle the number that best

represents your current knowledge:

1. Assessment

a) Have never heard of this

b) Have heard of it, but don’t really know what it means

c) Have some idea what this means, but not too clear

d) Have a clear idea what this means and can explain it

2. Classroom Assessment

e) Have never heard of this

f) Have heard of it, but don’t really know what it is

g) Have some idea what it is, but not to clear on its purpose

h) Have a clear idea what this is and can explain how to use it

B. ASSESSING UNDERSTANDINGKind of

EvaluationName How It's Done How to Use Time

NeedsCourse

Knowledge and Skills

One-Minute Paper*

Here the professor asks students at the end of the class during last

few minutes of class period,

to use a half-sheet of paper and write (explain) "Most important thing I learned today (what the major point of the day was) and what I understood least or (what

they still don't understand..)“

Students they write their responses on index cards or half-sheets of scrap paper and hand

them in.

• Review responses and note any useful comments.

• emphasize the issues illuminated by your students’ comments.

• With this feedback teachers can decide whether any mid- course corrections or changes are needed and,

• if so, what kinds of instructional adjustments to make.

Low

• Try out your Minute Paper on a colleague or teaching assistant before using it in

class.

• Plan to set aside five to ten minutes of your next class to use the technique, as

well as time later to discuss the results.

• Before class, write one or, at the most, two Minute Paper questions on the

chalkboard or prepare an overhead transparency. At a convenient time, hand out

index cards or half-sheets of scrap paper.

• Unless there is a very good reason to know who wrote what, direct students to leave their

names off the papers or cards.

• Let the students know how much time they will have (two to five minutes per question is

usually enough), what kinds of answers you want (words, phrases, or short sentences), and

when they can expect your feedback.

Minute Paper: Step-by-Step Procedure:

Assessing Understanding

Muddiest Point: Similar to One-Minute Paper but only ask students to describe what

they didn't understand and what they think might help.

At the end of class, ask students to jot down a quick response to one question:

"What was the muddiest point in the … [class meeting, presentation, lecture, etc.] ?”

Pass out slips of paper or index cards for students to write on.

Look for common types of muddy points.

Sort them into piles -several piles containing groups of related muddy points, and one

"catch-all" pile made up of one-of-a-kind responses.

With this feedback faculty can discover which points are most difficult for students to learn.

Collect the responses by stationing yourself at the door and collecting "muddy points" as

students leaving or a "muddy point" collection box by the exit is another.

Course knowledge and skill: B) ASSESSING RECALL

Focused Listing: – This focuses on a single important term, name, or concept

from a particular lesson or class session and directs students to list several ideas that are closely related to that “focus point.”

• Student responses can be compared to the content of your own lists.

• Focused listing can be used before, during, or after the relevant lesson.

Focused Listing Example› At the end of this workshop, participants are given 2-3 minutes to complete

the following task.

› An EG., Please list important characteristics of CATs.

• I would review the responses and determine where more emphasize might

be needed in future workshops/lessons.

• For eg, if only 50% of the students listed “teacher-directed” as a

characteristic, I would then know that more attention must be paid to this

characteristic in future workshops/communications.

Name: DescriptionWhat to do with the

data Time

requiredChain NotesCourse Knowledge and Skills

The professor passes out several envelopes, each has a question about the class.

Students read the question, write a brief answer, and put it in the envelope.

Go through the student responses.Determine the best criteria for categorizing the data.

Discussing the patterns of responses with students can lead to better teaching and learning.

Sort answers by type of answer.

At next class meeting, use to discuss ways of understanding.

Prep: LowIn class: LowAnalysis: Low

B. Assessing skill in synthesis and creative thinking

Name: Description What to do with the data Time required

One-sentence summary

– guidedreflection;

Select an important topic or work that your students have recently studied in your course and that you expect them to learn to summarize.

Students summarize knowledge of a topic by constructing a single informative, grammatical, and long summary sentence that answers the questions "Who does what to whom, when, where, how, and why?" An Eg.,“What was the mostimportant information you learned today related to the care of a client with diabetes?”

Evaluate the quality of each summary quickly and holistically.

Note whether students have identified the essential concepts of the class topic and their interrelationships.

Share your observations with your students.

Prep: LowIn class: MedAnalysis: Med

C. Assessing Skill in Analysis and Critical Thinking

› Categorizing Grid: Students are given a grid containing two or

three important categories along with a scrambled list of items,

which students must then sort into the correct categories.

• With this feedback faculty can determine quickly whether, how,

and how well students understand “what goes with what.”

• Students can also see if they need to revise their categorizing

rules.

Categorizing Grid (Eg): – Categorize the characteristics of typical testing and the

corresponding characteristics of CATs.

Assess Achievement - Longer/Involved – Anonymous – Feedback for Learning – Graded - Formative (ongoing) – Not Anonymous - Not Graded - Summative (one shot) – Quick and Easy

Indirect method Direct method

Categorizing Grid

Divisions of Aorta

Primary Branches

Subdivisions Region or organ Supplies

Ascending aorta Arch of the aorta Thoracic aorta

Abdominal aorta

Pro and Con Grid:

– Students are given a grid containing two or three important categories along with a

scrambled list of items, which students must then sort into the correct categories.

• This feedback provides faculty a quick overview of a class’s analysis of the pros and

cons, costs and benefits, and advantages and disadvantages of an issue of mutual

concern.

• Faculty can thus see the depth and breadth of the students’ analyses and their

capacity for objectivity.

• Eg: Make a list of the pros and cons for using CATs instead of formal tests to get

feedback on student learning. Try to provide at least 3 of each.

Assessing skill in application and performance

Name: DescriptionWhat to do with

the data Time required

Directed paraphrasing

Ask students to write a layman’s "translation" of something they have just learned –

-geared to a specified individual or audience.

- to assess their ability to comprehend and transfer concepts.

Categorize student responses according to characteristics you feel are important.

Prep: LowIn class: MedAnalysis: Med

Assessing skill in application and performance

– Directed Paraphrasing Example:

– Paraphrase what you have learned about reasons for

using CATs. Direct your paraphrase to a colleague with no

knowledge of CATs.

• I would review the submissions and look for common

patterns of clarity and confusion and make any necessary

enhancements to the content of the workshop.

Quick thinks – paraphrase the idea

Students are asked to explain something in their own words to a specific audience

Eg: Your assigned patient, a 1 week old child with dyspnea is going to have a bronchoscopy with sedation (Chloral Hydrate is ordered) to film the child’svocal cords. The child’s parents are very anxious.

• Explain the procedure to the parents. • Also identify questions they might ask and how you would

respond.