PowerPoint Presentation

An Informal Classroom Assessment StrategyFocused Autobiographical Sketch

Dawn Rueckl, ID#000391051PIDP 3230 Evaluation of LearningOctober 23, 2016

Describe FASCreating a FASWhen to useAdvantagesLimitationsBest practicesProviding feedbackFocused Autobiographical Sketch (FAS)

Short personal statement on a specific topicReflect on learning experienceIdentify successful experience and explain reason for success

(Angelo & Cross, 1993)What is Focused autobiographical sketch (FAS) technique?

Why is it useful?

Four Step Process:

Creating FAS:

Think about a time in your professional experience where you worked as part of a successful supportive team. In 250 words or less, reflect on the following: Describe the team and your role on the team. Describe why you think the team was successful. What measurement of success are you using? Discuss what factors made you feel supported. What did others do to support you? What did you do to support others? What more could have been done in terms of collaboration and support to increase the teams success?Sample Fas:

When to use fas

Focused on a specific course objectiveProvides baseline of student knowledge or lack ofInforms instructor of student experience and self-awarenessInforms differences between course objectives and student preparedness

Advantages of fas technique

Depth of student reflectionLack of relevant experienceIncomplete honestyUndeveloped critical skillsCompiling useful informationCategorizingAssessing qualitySynthesizing and summarizingMeasurements for successInstructors Time!!!

Limitations

Best Practices

Student feedback

Assesses students self-awareness related to a course objective as a baseline for learningBUT time consuming and challenging to synthesize useful informationFocused Autobiographical Sketch (FAS)

Angelo, T. & Cross, P. (1993). Classroom assessment techniques: a handbook for college teachers 2nd ed. John Wiley & Sons, San Francisco, CA

Arter, J., Chappuis, J., Chappuis, S., & Stiggins, R. (2004). Ch 4: Assess how? Designing assessments to do what You want. In Classroom Assessment for Student Learning: Doing it Right and Using it Well. Assessment Training Institute, Portland OR. p.89-121. Retrieved October 2016 from http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_stiggins.pdf

Clarke, C. & Rossiter, M. (2008). Narrative learning in adulthood. In Third update on adult learning theory, Sharan B. Merriam (ed.), Wiley Periodicals, Danvers MA, p. 61-70

Stansses, M., Dohety, K. & Poe, M. (2001). Course-based review and assessment: Methods for understanding student learning. University of Massachusetts, US. Retrieved October 2016 from http://www.umass.edu/oapa/oapa/publications/online_handbooks/course_based.pdf

References