Academic Development Day

David Knopp▪ Associate Dean, Business & Computer Science

October 9, 2012

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Ten CATs on a HOT Roof

CATs – Classroom Assessment Techniques

HOT – Higher Order Thinking

Part 1: Embedded Assessments (course design)

Part 2: CATs (Often ungraded, quick)

Establishing clear, measurable expected outcomes of student learning.

Ensuring that students have sufficient opportunities to achieve those outcomes.

Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations.

Using the resulting information to understand and improve student learning.

Linda Suskie, Assessing Student Learning: A common sense guide. Anker Publishing, 2004.

General EducationProgram-levelCourse-levelClass-level

What are the major assignments that measure your outcomes? Do they match your outcomes? Do your assignments reflect the kind of learning you

most desire and match your outcomes? Do your assignments require students to demonstrate

the kinds of skills you are actually grading and assessing?

Where do they come during the semester? How do you build toward them?

Benjamin Bloom created this taxonomy in 1956 for categorizing the level of abstraction of everything from test questions to course objectives to program objectives in the cognitive domains

Programs should take into account the level of their expectations of their students’ learning when crafting course or program objectives, and Bloom’s is a validated and longstanding tool for such

Domains Cognitive Affective Psychomotor

Cognitive Affective Psychomotor

Evaluation

Synthesis Internalize Naturalization

Analysis Organize Articulation

Application Value Precision

Comprehension Respond Manipulation

Knowledge Receive Imitation

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Define Explain Use Analyze Develop Review

List Summarize Apply Compare Create Assess

Describe Discuss Solve Examine Plan Judge

Memorize Paraphrase Manage Value Propose Defend

WORDS TO AVOID Believe Realize Recognize Comprehend Know

See  Memorize Think Experience Perceive Understand Feel 

PHRASES TO AVOID Appreciation for… Acquainted with… Attitude

of… Awareness of… Capable of… Comprehension of…. Cognizant of…Enjoyment of… Conscious of…Feeling for… Familiar with…Interest(ed) in… Knowledge of… Knowledgeable about….Understanding of… Self-Confident in.

Students will develop an appreciation of contemporary feminist poets.

Better: Students will be able to apply themes in contemporary feminist poetry to real life situations affecting themselves or people they know.

Students will know how to use t-tests and chi-square tests in data analysis.

Better: Students will describe the assumptions underlying t-tests and chi-square tests and use these tests to statistically compare two samples.

Students will understand how to measure the association between a given risk factor and a disease.

Better: Students will define and calculate measures of association between a given risk factor and a disease.

Students will know the basic strategies for assessing environmental health hazards.

Better: Students will list, describe, and compare the advantages and disadvantages of the basic strategies for assessing environmental health hazards.

Students will know about Medicare and Medicaid. Better: Students will compare and contrast Medicare and

Medicaid with respect to political history, governmental roles, client eligibility, financing, benefits, and cost-sharing.

Students will be able to list the five levels of Maslow’s Hierarchy of Needs.

Better: Students will, using Maslow’s Hierarchy of Needs, develop a Professional Development Plan for a small manufacturing business.

Students will be able to identify a myocardial infarction. Better: Given a history and physical examination of a patient

with chest pain, students will diagnose myocardial infarction within fifteen minutes.

Utilize learning outcomes as a basis for course preparation. Outcomes should match instructional strategies and assessment requirements. Consider constructing a table like below:

Learning Outcome Instructional Activities Assessment

Differentiate between critical and creative thinking

Lecture Exam 1- Question 3

Group Activity Student Portfolio

1. Pre- and Post-Tests2. Papers3. Projects4. Presentations5. Performances6. Portfolios7. Problem-Based Learning8. Participation

Knowledge

Comprehension

Application

Analysis

Synthesis Evaluation

Background Probes

Background Probes

Short Answer Questions

Papers Portfolios Reflection Papers

Multiple Choice Questions

Multiple Choice Questions

Multiple Choice Questions

Projects Studio Work

Assessing Other’s Work

Matching True/False Case Studies

Essay Questions

Performances

Debates

A visual representation of the course outcomes and the corresponding assessment measure for each outcome.

Measurements are not to provide numbers, but to provide insight.

-- Ingrid Bucher