Assessing Prior Knowledge, Recall, and Understanding

Transcription

1 A Brief Summary of Techniques Assessing Course-Related Knowledge and Skills From Classroom Assessment Techniques, Angelo & Cross, 2 nd ed., accessed and adapted This briefest of summaries of the fifty classroom assessment techniques described in the Angelo and Cross book are listed below under the categories further explained in Ten Categories of Assessment Techniques. Completing the Teaching Goals Inventory (TGI) before hand will help you in using these summaries. The categories and numbers below follow the names and technique numbers used in the text. The goal numbers indicated below refer to the numbered questions in the TGI. Ultimately, you are encouraged to review a copy of the book. Assessing Prior Knowledge, Recall, and Understanding #1 Background Knowledge Probe Prior to the introduction of a new concept, lesson, unit, or course, students complete a professor-prepared, short, simple questionnaire which is used to determine an appropriate starting point/level for students in the study of a topic. TGI Goals 11, 16, 18, 19, 32 #2 Focused Listing Students list multiple ideas that relate to a single concept (a word or phrase that serves as a focus point ) from a class session or lesson. Used to reveal what students recall as the most important points related to that particular topic. TGI Goals 9, 10, 11, 12, 16, 18, 19 #3 Misconception/Preconception Check Prior to the introduction of a new concept, lesson, unit, or course, students respond to professor-prepared questions designed to reveal students existing beliefs/knowledge. Used to determine students beliefs that may hinder further learning and to determine an appropriate starting point/level for students in the study of a topic. TGI Goals 8, 18, 19, 27, 50 #4 Empty Outlines Within a limited time frame, students complete an empty or partial outline of an in-class presentation or homework assignment. Used to assess how well students recognize important points of a lecture, reading, or audiovisual presentation. TGI Goals 9, 10, 12, 16, 18 1

2 #5 Memory Matrix Students complete a simple, two-dimensional diagram (a rectangle divided into rows and columns, with categories provided by the professor) to organize information and illustrate relationships. Used to assess students' recall of important course content and their skill at quickly organizing such information into the given categories. TGI Goals 11, 14, 16, 18, 19 #6 Minute Paper Within a 2-3 minute time limit, students answer either of the following questions: "What was the most important thing you learned during this class?" or "What important questions remain unanswered?" Used to gather quick and simple written feedback on students learning. TGI Goals 5, 6, 9, 10, 12, 16, 18, 19 #7 Muddiest Point Within a 2-3 minute time limit, students respond to the question: "What was the muddiest point of...?" (e.g., lecture, discussion, homework, etc.). Used to provide information on what students least understand about a particular lesson or topic. TGI Goals 9, 10, 12, 16, 18, 19 Assessing Skill in Analysis and Critical Thinking #8 Categorizing Grid Students sort information into labeled grid of appropriate conceptual categories. Used to determine if and how well students understand "what goes with what." TGI Goals 2, 4, 11, 16, 18, 19 #9 Defining Features Matrix Using labeled columns, students categorize concepts according to the presence (+) or absence (-) of important defining features. Used to assess students skills in reading, thinking, and analysis. TGI Goals 2, 4, 11, 12, 14, 16, 18, 19 2

3 #10 Pro and Con Grid Using a labeled grid, students list pros and cons of an issue. Used to assess both (1) the depth and breadth of students ability to analyze and (2) their capacity for objectivity. to medium TGI Goals 2, 4, 24, 28, 35, 46, 51, 52 #11 Content, Form, and Function Outlines Students analyze "what" (content), "how" (form), and "why" (function) of a given topic/concept/process/etc. Used to assess students' skills in separating and analyzing informational content, form, and function of a lesson. TGI Goals 2, 14, 15, 16, 24, 35, 51 #12 Analytic Memos - Students write a 1-2-page analysis on a specific concern, problem, or issue. Used to assess students' skill at communicating their analyses in a clear and concise manner. Time & energy required: Faculty preparation high TGI Goals 2, 3, 15, 37, 38, 43 Assessing Skill in Synthesis and Critical Thinking #13 One-Sentence Summary Students answer all parts of the question "Who does what to whom, when, where, how, and why?" about a given topic and then synthesize the responses into a single (long and grammatically correct) summary sentence. Used to assess students understanding of a topic, written communication skills, and their ability to extract/condense information. TGI Goals 5, 11, 12, 14, 16, 22, 37, 43 #14 Word Journal - Students first summarize a short text in a single word and then write a paragraph explaining why they chose that word for the summary. Used to assess and improve students' ability to read carefully/deeply, summarize succinctly, and to explain/defend their word choice. to medium to high to high TGI Goals 5, 6, 11, 12, 14, 16, 22, 43, 51 3

4 #15 Approximate Analogies-- Students complete the second half of an analogy for which the instructor has supplied the first half. Used to assess if students understand the relationship between the two concepts/terms given as the first part of the analogy. TGI Goals 5, 7, 11, 19, 27, 51 #16 Concept Maps - Students draw a diagram showing the mental connections they make between a new concept and other concepts they have learned. Used to assess students' patterns of associations (conceptual schema) they make in relation to a given focal concept. to high TGI Goals 4, 5, 6, 16, 19, 21, 27, 51 #17 Invented Dialogues - Students synthesize their knowledge of issues, personalities, and historical periods into the form of a carefully structured, illustrative conversation. Used to assess students' understanding of theories, controversies, and the opinions of others. to high TGI Goals 4, 5, 7, 21, 23, 24, 25, 32 #18 Annotated Portfolios Students maintain a limited collection of selected examples of their work, with each entry accompanied by the author s own commentary on the examples. Used to assess how well students' creative and self-evaluative skills are progressing/developing. TGI Goals 1, 7, 20, 22, 42, 43 Assessing Skill in Problem Solving #19 Problem Recognition Tasks Given a few examples of common problem types, students are to recognize/identify the particular type of problem each example represents. Used to assess how well students can recognize various problem types, which is the first step in matching problem type to solution method. TGI Goals 1, 3, 16, 17, 22, 23, 43 4

5 #20 What's the Principle? After having been presented with a few problems, students state the principle that best applies to each problem. Used to assess students' ability to associate specific problems with the general principles used to solve them. TGI Goals 1, 3, 16, 17, 22, 23, 24, 39, 43 #21 Documented Problem Solutions - Students keep track of the steps they take in solving a problem (literally show and tell"). Used to assess how students solve problems and how well they understand and can describe their problem-solving methods. to high TGI Goals 1, 3, 16, 17, 22, 23, 24, 39, 43 #22 Audio- and Video-taped Protocols - Students tape themselves talking and working through the process of solving a problem. Used (by both professor and student) to assess in detail how and how well students solve problems -- i.e. to assess metacognition (the learner's awareness of and control of his/her own thinking). Time & energy required: Faculty preparation high TGI Goals 1, 3, 16, 17, 22, 23, 24, 39, 43 Assessing Skill in Application and Performance #23 Directed Paraphrasing Given a target audience and purpose, students use their own words to paraphrase important information or concepts. Used to assess how well students understand and can communicate their understanding of information and concepts. TGI Goals 1, 15, 16, 19, 37, 43 #24 Applications Cards On an index card, students write down at least one possible, realworld application for an important principle, generalization, theory, or procedure that they just learned. Used to assess how well students understand the possible applications of what they have learned. to medium to medium TGI Goals 1, 4, 7, 16, 19, 26, 51 5

6 #25 Student-Generated Test Questions - Students develop test questions (and possible answers) based on content covered. Used to assess what students consider the most important or memorable content, what they understand as fair and useful test questions, and how well they can answer the questions they have posed. to high to high TGI Goals 1, 16, 18, 19, 24, 39, 43 #26 Human Tableau or Class Modeling - Groups of students create "living" scenes or model processes to show what they know. Used to assess students ability to apply what they know by performing it. to high TGI Goals 1, 5, 7, 31, 32, 36, 43 #27 Paper or Project Prospectus Students prepare a brief, structured first-draft plan for a term paper or project. For a paper, students think through elements of the assignment including topic, purpose, intended audience, major questions to be answered, basic organization, and time and resources required; for a project, students focus on tasks to be accomplished, skills to be improved, and products to be developed. (Note: As students receive feedback before beginning substantive work, this formative assessment improves the finished product.) Used to assess students understanding of an assignment, planning/organizational skills, and their skill in synthesizing knowledge. TGI Goals 1, 5, 15, 16, 37 Assessing Students' Awareness of Their Attitudes and Values #28 Classroom Opinion Polls - Students raise hands to indicate agreement or disagreement with a particular statement. Used to discover student opinions about course-related issues. to medium TGI Goals 21, 27, 28, 35, 38, 46 #29 Double-Entry Journals (1) Students write a first journal entry noting the ideas, assertions, and arguments in their assigned course readings they find most meaningful and/or controversial. (2) Students then write a second entry explaining the personal significance of the passage selected and responding to that passage. Used to assess how students read, analyze, and respond to assigned texts. 6

7 TGI Goals 14, 16, 21, 22, 26, 27, 46, 47, 51 #30 Profiles of Admirable Individuals - Students write a brief, focused profile of an individual - in a field related to the course - whose values, skills, or actions they greatly admire. Used to gain an understanding of images and values students associate with the best practice and practitioners in the discipline under study. TGI Goals 21, 25, 32, 35, 38, 46, 47, 52 #31 Everyday Ethical Dilemmas When presented with an abbreviated case study posing an ethical problem related to the discipline or profession they are studying, students respond briefly and anonymously. (E.g., Students identify, clarify, and connect their values by responding to course-related issues and problems that they are likely to encounter.) Used to determine students honest reactions and gain information on students' values and their application of these values to realistic dilemmas. TGI Goals 21, 25, 32, 35, 38, 46, 47, 52 #32 Course-Related Self-Confidence Surveys - Students answer a few, simple, professordeveloped questions aimed at getting a rough measure of the students' self-confidence in relation to a specific skill or ability. Used to assess students' level of confidence in their ability to learn the relevant skills and material, and thus guide the professor in structuring assignments to help build self-confidence in relation to specific tasks. TGI Goals 30, 37, 38, 42, 45, 46, 48, 49 Assessing Students' Self-Awareness as Learners #33 Focused Autobiographical Sketches - Students write a one- or two- page autobiographical sketch focused on a single successful learning experience in their past, and related to learning in the particular course in which the assessment technique is used. Used to assess students' selfconcept and self-awareness as learners within a specific field. to high TGI Goals 30, 38, 42, 45, 46, 47, 48, 52 7

8 #34 Interest/Knowledge/Skills Checklist Using a professor-generated checklist, students rate their interest in various topics, and assess their levels of skill or knowledge in those topics. Used to assess students' level of interest in course topics and their assessment of the skills and knowledge needed for and/or developed through the course. to medium TGI Goals 22, 42, 44, 46, 52 #35 Goal Ranking and Matching - Students list a few learning goals they hope to achieve through the course and rank the relative importance of those goals. Used to assess the "degree of fit" between the students' personal learning goals and teachers' course-specific instructional goals, and between the teachers' and students' ranking of the relative importance and difficulty of the goals. to medium TGI Goals 21, 36, 42, 44, 46 #36 Self-Assessment of Ways of Learning - Students describe their general approaches to learning, or their learning styles, by comparing themselves with several different profiles and choosing those that, in their opinion, most closely resemble them. Used to assess students' learning styles or preferences for ways of learning. to high to medium to medium TGI Goals 21, 23, 30, 37, 42, 44, 46, 51 Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors #37 Productive Study-Time Logs - Students keep a record of (1) how much time they spend studying for a particular class, (2) when they study, and (3) how productively they study at various times of the day or night. Used to assess the amount and quality of out-of-class time all their students are spending preparing for class. to high TGI Goals 4, 16, 22, 37, 41, 44, 48, 52 #38 Punctuated Lectures - Students and teachers go through five steps: listen, stop, reflect, write, and give feedback. (1) Students listen to lecture. (2) The class stops and (3) students reflect on what they were doing during the presentation and how their behavior while listening may have helped or hindered their understanding of that information. (4) They then write down any insights they have gained, and (5) give feedback to the teacher with short, anonymous notes. 8

9 Used to provide immediate, on-the-spot feedback on how students are learning from a lecture or demonstration, to determine distracters to learning, and to encourage students to become selfmonitoring listeners and more effective learners. TGI Goals 9, 10, 12, 16, 44 #39 Process Analysis - Students keep records of the actual steps taken in completing a representative assignment and comment on conclusions they draw about their approaches to that assignment. Used to provide both students and professors with explicit, detailed information on the ways in which students carry out assignments, and to assess which elements of the process are most difficult for students and, thus, where professors need to offer more instruction and direction. TGI Goals 16, 17, 20, 39, 43 #40 Diagnostic Learning Logs - Students keep records (1) of each class and write one list of the main points covered that they understood and a second list of points that were unclear, or (2) of each assignment and write one list of problems/errors and a second list of successful responses. (3) Then at regular intervals students reflect on, analyze, and summarize their writing, and (4) diagnose strengths and weaknesses and generate possible remedies. Used to gain insight into students' awareness of and skill at identifying their own strengths and weaknesses as learners. TGI Goals 2, 3, 16, 22, 39, 42, 43, 44 Assessing Learner Reactions to Teachers and Teaching #41 Chain Notes - Students write immediate, spontaneous reactions to questions given by the teacher while the class is in progress. Used to provide immediate feedback to the teacher, offering a "sounding" of the students' level of engagement and involvement during lecture. TGI Goals 9, 10, 12, 16, 41, 44 #42 Electronic Mail Feedback - Students respond anonymously by to a question posed by the teacher to the class. Used to provide a simple, immediate channel through which faculty can pose questions about the class and students can respond to them. 9

10 to medium TGI Goals 20, 24, 36, 37 #43 Teacher-Designed Feedback Forms - Students answer questions on feedback forms which contain anywhere from three to seven questions in multiple-choice, Likert-scale, or short fill-in answer formats. Used to allow faculty to quickly and easily analyze data and use the results to make informed and timely adjustments in their teaching. to medium TGI Goals 4, 24, 50 #44 Group Instructional Feedback Technique Someone other than the teacher polls the class on three questions about the teaching of the class: What do students think is helping them learn (What works?), What is hindering their learning (What doesn t?) What specific suggestions do they have for improving learning in the class (What could be done to improve it?). Used to provide instructors with a quick, rough summary of the most frequent student responses. to high TGI Goals 4, 24, 36, 50 #45 Classroom Assessment Quality Circles For large classes, the professor sets up committees of five to seven members, each member of which is responsible for polling concerns of five to nine other class members. Committees meet with the professor biweekly to report. Used (1) to provide a vehicle for collecting students' responses on their assessments of class sessions, readings, exams and assignments (2) and to offer students a structured, positive way to become proactive in students' classroom learning. Time & energy required: Faculty preparation high to high TGI Goals 4, 8, 24, 36, 37, 47, 50 Assessing Learner Reactions to Class Activities, Assignments, and Materials #46 RSQC2 Students follow a five-step, written protocol, using selected or all steps: recall, summarize, question, connect, and comment. Used (1) to assess students understanding, (2) to inform the professor of students questions/comments that need response, and (3) to provide students with a comprehensive framework for review of content. to medium TGI Goals 5, 9, 11, 16, 37 10

11 #47 Group-Work Evaluations Students complete simple questionnaire to give feedback on students reactions to cooperative learning or study groups. Used to assess what is and is not working in learning groups, and to discover and defuse potential problems. TGI Goals 16, 36, 37, 38, 47, 50 #48 Reading Rating Sheets Students complete short, simple assessment forms in response to assigned course readings. Used to assess students opinions of assigned readings in terms of interest, motivation, clarity, and usefulness. TGI Goals 14, 16, 24, 50, 51 #49 Assignment Assessments Students respond to two or three questions designed to assess the value students believe an assignment contributed to their learning. Used to allow the professor to assess an assignment from the students perspective. to medium TGI Goals 16, 24, 50, 51 #50 Exam Evaluations - Students respond to a few questions designed to assess the fairness, appropriateness, usefulness, quality, and contribution to learning of a test or exam. Used to allow the professor to assess (and hopefully improve) tests and exams. to medium TGI Goals 16, 24, 50, 51 11