Assessment Strategies for Student Learning.
Formative assessment - In-class; takes the pulse of the class; not high stakes; helps students learn or helps students reinforce what they have learned
Summative assessment - takes place at the end of the course; usually graded and therefore high stakes.
Classroom Assessment Techniques (CATs for short)
- in-class exercises that helps instructors teach or reinforce a concept in class
- collects feedback during class
- provides gauge for instructors on what students have learned in class (met learning outcomes). Indirectly, it helps us reflect on our teaching strategies and strengthen our teaching skills.
- for single-session classes, CATs can serve both as formative and/or summative assessments (for that session).
- CATs are useful active learning exercises appropriate for single- or multi-sessions classes.
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Classroom Assessment Techniques
CAT File Letter | File Name | Target Topic(s) | Suggested Class Level | Suggested Class Type | Prep Time Before Class | In-Class Time | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
A | Background Knowledge Probe |
| searching the library catalog | |||||||||||||
orient to basic web search | ||||||||||||||||
orient on boolean operators |
|
| 1000, 2000 |
|
| single-session |
| some; print worksheet | 10 mins | |||||||
B | 1000 Level Misconception |
| introduction to library catalog - conceptual |
|
|
|
|
| ||||||||
C | Categorizing Grid |
| develop understanding of the organization of knowledge | |||||||||||||
help develop skills in selecting tools for research |
|
| 1000, 2000, 3000 |
|
| single-session |
|
| some; print exercise |
|
| 13 -15 minutes |
| |||
D | Checking for Understanding |
| applicable to any topic instructor wants |
|
| all levels, incl. Grads |
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| single-session | |||||||
multi-session | ||||||||||||||||
semester |
|
|
| 6 mins, plus discussion |
| |||||||||||
E | General Questions |
| class evaluation - most useful if doing 2 or more sessions |
|
| all levels, incl. Grads |
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| single-session | |||||||
multi-session |
|
| print questions |
|
| 3 mins |
| |||||||||
F | Grouping Sources of Information |
| understanding what different sources offer (e.g., Encyclopedias vs articles) |
|
| 1000, 2000 |
|
| single-session |
|
| print worksheet |
|
| full-class outline |
|
G | How to find a scholarly article |
| searching databases and catalog | |||||||||||||
using citation management tool |
|
| all levels, incl. Grads |
|
| single-session | ||||||||||
multi-session |
|
| print worksheet |
|
| full-class outline |
| |||||||||
H | Minute Paper |
| concept evaluation tool - all topics | |||||||||||||
baseline info to start class - all topics |
|
| all UG levels |
|
| single-session | ||||||||||
multi-session |
|
| decide which option |
|
| 2 min; 12-18 mins; depending on option chosen |
| |||||||||
I | Evaluating Sources Checklist & Summary |
| evaluating sources - checklist | |||||||||||||
summarizing information concisely |
|
| 1000, 2000 |
|
| single-session | ||||||||||
multi-session |
|
|
| class demo & exercise |
| |||||||||||
J | Paraphrasing Boolean operators |
| overview on boolean operators | |||||||||||||
overview on truncation |
|
| 3000, 4000 |
|
| single-session |
|
|
| 3 mins |
| |||||
K | Pre-Post Class Quiz |
| applicable to various topics covered in class (e.g., peer review; reading citations, etc.,) |
|
| all levels, incl. Grads |
|
| single-session | |||||||
multi-session |
|
| print questions |
|
| 4 mins (2 at starts, 2 at end) |
| |||||||||
L | Scholarly Popular Categorization |
| understanding differences in scholarly and popular materials |
|
| 1000, 2000 |
|
| single-session | |||||||
multi-session |
| Create questions; | send questions in advance to students |
|
| full-class outline |
| |||||||||
M | Working with a Topic |
| construct searchable question | |||||||||||||
identify subject headings | ||||||||||||||||
narrow down research |
|
| all UG levels |
|
| multi-session |
|
| demo topics |
|
| in-class exercise/demo |
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