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Using Assessment Data

 
 

Assessment that Promotes Learning

John P. Lowe for the Schreyer Institute for Teaching Excellence

How students learn

  • Begins with what the students know already – are they ready – have they prepared – have I told them explicitly what they need to do to be prepared?
  • Students awareness of their own learning motivates more learning – show them their learning – build confidence – look what you can do now.
  • Getting students to face up to  underlying problems (study skills, time on task, pre-req skills) – taking responsibility

ACTIVITY

Take a look at the examples in the article as good ways to assess to promote learning – How could you use these ideas? What modifications would you use?

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Classroom Assessment Techniques CATs 

The classic text – Angelo, T. & Cross, P. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.

CATs are simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on what they are learning.

http://cft.vanderbilt.edu/teaching-guides/assessment/cats/

http://www.celt.iastate.edu/teaching/cat.html

http://www.ncicdp.org/documents/Assessment%20Strategies.pdf

http://faculty.essex.edu/~bannon/sloat/sloat_activity/webdocs/classroom_assessment_techniques.pdf

http://www.schreyerinstitute.psu.edu/Tools/InClass/

ACTIVITY

Look through these examples and choose one or two you can routinely use in your course – Why did you choose it – how will you use it?

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Mid-semester Feedback

This is a critical technique – to get feedback to make changes before it is too late! Remember though – if you ask for students’ opinions and suggestions, you need to address them – You don’t need to DO everything they ask, but you at least should tell them why you can’t – and what you can change and will change.

http://www.schreyerinstitute.psu.edu/Tools/MidsemesterFeedback

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Item Analysis

http://www.schreyerinstitute.psu.edu/Tools/ItemAnalysis/

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Facilitating Meaningful Learning

 
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