CLASSROOM ASSESSMENT TOOLS

[Pages:70]Center for Teaching and Learning

CLASSROOM ASSESSMENT TOOLS

CONTENTS*

Matching Outcomes to Assessment Tools..............1 Classroom Assessment Tools............................5

Attitude Surveys......................................5 ConcepTests ..........................................8 Concept Mapping...................................11 Conceptual Diagnostic Tests......................14 Interviews............................................18 Performance Assessments..........................22 Portfolios..............................................25 Scoring Rubrics.....................................28 Weekly Reports.....................................31

* Note: These materials and additional information may be found at .

Matching Outcomes to Assessment Tools

(Charts from goals/goaltab.php)

To find appropriate CAT(s) use the Student Learning Outcomes table below:

? Reflect on your own course goals. ? Identify the goals within the list that most closely approximate your

own (5 or 6 goals is adequate). ? Click the check boxes next to those goals. ? Click the "Submit" button. ? A chart of the goals and corresponding CAT(s) will be made which

can be printed out.

Student Learning Outcomes

Knowledge Demonstrates basic knowledge of facts and terms

Demonstrates basic knowledge of concepts and theories

Demonstrates synthesis and integration of information and ideas Develops skill in using materials, tools and technology central to subject

Learns techniques and methods used to gain new knowledge in subject

Learns to evaluate methods and materials of this subject

Learns modeling methods appropriate for subject

Learns to appreciate important contributions of this subject

Develops an informed understanding of the role of science and technology

Classroom Assessment Techniques

AS CT CM CD IN PA PO SR WR

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

XX

X

X

X

X

X

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Student Learning Outcomes

Analytical Skills Analyzes problems from different points of view

Recognizes interrelationships among problems and issues

Analyzes and interprets experimental data effectively Applies principles and generalizations to new problems and situations

Organizes information into meaningful categories

Uses order of magnitude estimation effectively

Classroom Assessment Techniques

AS CT CM CD IN PA PO SR WR

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Student Learning Outcomes

Communication Skills Communicates in writing effectively

Classroom Assessment Techniques

AS CT CM CD IN PA PO SR WR

X

X

X

X

X

Communicates in speaking effectively

Uses facts to get points across to others

Uses graphs effectively to support points being made

X

X

X

X

X

X

X

XX

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Student Learning Outcomes

Research Skills

Designs an appropriate experiment to answer a question

Carries out a designed experiment

Brings in information from outside sources

Uses computer-based and other resources effectively

Seeks information on problems from multiples sources

Understands importance of what has already been done to solve problems

Uses appropriate synthetic/analytic methods to solve problems

Uses instrumentation appropriately and effectively

Demonstrates ability to formulate effective questions

Challenges the way things are done

Improves on what has been done before

Generates many potential solutions to a given problem

Classroom Assessment Techniques

AS CT CM CD IN PA PO SR WR X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X X

Student Learning Outcomes

Teamwork Skills Helps reconcile differences of opinion among team members

Shares credit for success with others

Classroom Assessment Techniques

AS CT CM CD IN PA PO SR WR

Cooperates with others

X

Encourages participation among all

X

team members

Shares information with others

X

Contributes his/her share of project workload

Demonstrates ability to work on multidisciplinary team

Demonstrates ability to take leadership role in support of team goals

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Student Learning Outcomes

Attitudes Identifies desirable course components

Classroom Assessment Techniques

AS CT CM CD IN X

PA PO SR WR

Identifies desirable course pedagogies

X

Identifies perceived lab/lecture match

X

Identifies beliefs about the nature of a

X

field

Indicates perceptions about

X

interdisciplinary connections

Indicates student's perceived level of

X

understanding

Indicates student's level of confidence

X

Student Learning Outcomes

Instructor Goals Answers student questions on a regular basis

Use assessment regularly to assure learning is occurring

Communicates desire for student success Develops and refines instruction based on student feedback

Receives regular feedback from students Tracks typical questions

Retention of material

Subsequent performance in next course

Improvement in attendance

Equitable performance for all students

Classroom Assessment Techniques

AS CT CM CD IN

PA PO SR WR X

X

X

X

X

X

X

X

X

X

X

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Attitude Surveys

Eileen Lewis Department of Chemistry

Canada College

Elaine Seymour Bureau of Sociological Research University of Colorado, Boulder

What is an attitude survey? While attitudinal surveys may take many forms and address a range of issues, they typically consist of a series of statements that students are asked to express their agreement or disagreement using a scale.

Why use attitude surveys? This type of survey provides valuable information on student perceptions of and emotions regarding their classroom experience. This includes general attitudes toward the course, the discipline, and their own learning. The results from this survey can also help you identify elements in your course that best support student learning.

An example

Please use the 7-point scale to indicate your agreement or disagreement with each

statement.

Strongly Disagree Neutral Agree Strongly N/A

disagree

agree

Don't know

Often in lab I didn't understand 1

2

3

4

5

6

7

the concept behind the lab

experiment.

I like labs where I get to help

1

2

3

4

5

6

7

design an experiment to answer

a question.

This course provided

1

2

3

4

5

6

7

opportunities for me to help

design experiments to answer a

question.

It was clear how the lab

1

2

3

4

5

6

7

experiments fit into this course.

Assessment purposes ? To provide information about students' learning styles or preferences for ways of learning, allowing instructors to choose among instructional approaches that would best meet the needs of the students ? To discover which components of the course contribute most significantly to students' learning ? To provide feedback helpful for designing activities to foster a more realistic view of a discipline and what members of that discipline do ? To prompt students to reflect on their own learning preferences, strengths, or styles

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Teaching goals Student learning outcomes ? Learn the techniques and methods used to gain new knowledge in the subject ? Develop appropriate study skills, strategies, and habits ? Develop awareness of learning processes and control over those processes ? Develop a knowledge and appreciation for the subject Instructor teaching outcomes

? Develop and refine instruction based on student feedback

What is involved? Instructor preparation time

Preparing your students

Class time Disciplines Class size Special classroom / technical requirements Individual or group involvement Analyzing results

Other things to consider

Very little time is needed to use a valid, existing survey. Large amounts of time are required to develop a survey that is reliable and measures what is intended. No training is required, but a description of the survey's goals and scales should be read to students as well as included in the survey form itself. Varies with length, but rarely more than 20 minutes. Appropriate for all. Appropriate for all. None, although an optical scanning device may be useful to read and analyze data in large classes. Typically individual.

Depends very much on class size and length of the survey. In large classes, the use of scanning forms and optical readers make the task easier. To insure meaningful results, student responses must be guaranteed anonymity. These surveys can be given pre and post to measure gains over a course or to provide midcourse corrections to classroom teaching methods. Demographic data may be included in the survey so that correlation with gender, major, or ethnicity can be made.

Description An attitudinal survey can provide information on student perceptions of their classroom experience. It can reveal perceptions on the content of a course, specific components of a course, course components that aid or are detrimental to learning, and the effects of course innovations. Attitudinal surveys may also focus on students' needs in taking a course, how well those needs are met, student interest in or appreciation for the subject matter or field, student confidence in their ability to perform in a course, or their beliefs about the nature of the discipline itself.

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