using classroom assessment techniques to enhance active learning
DESCRIPTION
Using Classroom Assessment Techniques to Enhance Active Learning. Marsha Huber, Ph.D., CPA Youngstown State University Brown Bag Sept. 19, 2013. Who am I?. Marsha Huber Associate Professor of Accounting Teaching - 26 years Discovered CATs in 2006. How I got involved. - PowerPoint PPT PresentationTRANSCRIPT
Using Classroom Assessment Using Classroom Assessment Techniques to Enhance Active Techniques to Enhance Active
LearningLearning
Marsha Huber, Ph.D., CPAMarsha Huber, Ph.D., CPAYoungstown State UniversityYoungstown State University
Brown BagBrown BagSept. 19, 2013Sept. 19, 2013
Who am I?Who am I?
► Marsha Huber Marsha Huber
Associate Professor of AccountingAssociate Professor of Accounting Teaching - 26 years Teaching - 26 years Discovered CATs in 2006Discovered CATs in 2006
How I got involvedHow I got involved
► Attended 2-day accreditation assessment seminar in Attended 2-day accreditation assessment seminar in
20052005
► An interterm campus seminar on “significant learning” An interterm campus seminar on “significant learning” with Dee Fink in December, 2005with Dee Fink in December, 2005
► Center for Teaching and Learning sponsored a seminar Center for Teaching and Learning sponsored a seminar at Otterbein University on “CATs and student learning – at Otterbein University on “CATs and student learning – is it working?” in 2006.is it working?” in 2006.
► Dissatisfied with what I was seeing Dissatisfied with what I was seeing and experiencing as a professor in theand experiencing as a professor in the classroom.classroom.
The JourneyThe Journey
Take you on a journey that will help you Take you on a journey that will help you use CATs to improve student learning:use CATs to improve student learning:
1)1) Introduce you to Classroom Assessment Techniques Introduce you to Classroom Assessment Techniques (CATs)(CATs)
2)2) Find out what you’ve been usingFind out what you’ve been using
3)3) Help you design CATs to gain understanding of your Help you design CATs to gain understanding of your students’ thinking and learning (or lack thereof).students’ thinking and learning (or lack thereof).
4)4) Learn how to “close the loop” by providing timely Learn how to “close the loop” by providing timely feedback to students.feedback to students.
5)5) Provide you with examples of practical CATs that can Provide you with examples of practical CATs that can be used to revise courses as well as creating a new be used to revise courses as well as creating a new CAT with a feedback loop.CAT with a feedback loop.
Angelo & CrossAngelo & Cross
What is a What is a CAT?CAT?
CClassroom lassroom AAssessment ssessment TTechniqueechnique
What is a CAT?What is a CAT?
Coined as CATs by Angelo & Cross in Coined as CATs by Angelo & Cross in 19931993
““An ongoing process aimed at An ongoing process aimed at understanding and improving understanding and improving
student learning”student learning”
Classroom Assessment Classroom Assessment Techniques (CATs)Techniques (CATs)
CATs are “feedback devices,” CATs are “feedback devices,” instruments that faculty can use to instruments that faculty can use to find out how much, how well, and even find out how much, how well, and even how students are learning what they how students are learning what they are trying to teach. are trying to teach.
(Angelo & Cross, p. 25)(Angelo & Cross, p. 25)
How: Be SMARTHow: Be SMART
SSystematic – ystematic – ongoing throughout the termongoing throughout the term
MMeasureable – easureable – assessing a learning goalassessing a learning goal
AAppropriate – ppropriate – congruent to that learning goalcongruent to that learning goal
RRelevant – elevant – meaningful to the instructor and meaningful to the instructor and studentstudent
TTimely – imely – implemented at right times w/ feedbackimplemented at right times w/ feedback
Pointer #1: Shift in EmphasisPointer #1: Shift in Emphasis
►The shift in education is from a The shift in education is from a “teaching” paradigm to a “learning” “teaching” paradigm to a “learning” paradigm.paradigm.
►We are to assess student learning – We are to assess student learning – document it, explain problems, and document it, explain problems, and improve performance.improve performance.
Pointer #2: Shift in Pointer #2: Shift in ResponsibilityResponsibility
►Active learning – responsibility for Active learning – responsibility for learning is shifted to the learners.learning is shifted to the learners.
►Learners need to be engaged in their Learners need to be engaged in their learning which involves motivation learning which involves motivation and attitudes.and attitudes.
Pointer #3: Shift in ActivitiesPointer #3: Shift in Activities
►Students - from observing and Students - from observing and listening to doing and saying.listening to doing and saying.
►Faculty - requires planning & Faculty - requires planning & involvement. involvement.
►Means students receive complete, Means students receive complete, timely, and appropriate feedback.timely, and appropriate feedback.
What are some CATS you What are some CATS you have used?have used?
Types of CATsTypes of CATs
►Tell me about meTell me about me►Tell me about youTell me about you
Teacher-centered
Student-centered
Relational CATsRelational CATs
►Open doors of communicationOpen doors of communication
►Help me become a better teacherHelp me become a better teacher
►Help students become the authors of Help students become the authors of their learningtheir learning
The CAT Feedback Loop
Faculty Responsibility:
Improving Teaching
Student Responsibility:
Improving Learning
The CAT Feedback LoopThe CAT Feedback Loop
Shared Responsibility
When?When?
SMART SMART ►Systematic – throughout the termSystematic – throughout the term
BeginningBeginning DuringDuring At the EndAt the End
First Day of Class - CAT #1First Day of Class - CAT #1
► Assessing Prior Knowledge CAT #1Assessing Prior Knowledge CAT #1 – helps – helps you understand your student populationyou understand your student population
► What year are they?What year are they?
► Who are their majors?Who are their majors?
► What prior classes did they have?What prior classes did they have?
► What do they know about accounting so far?What do they know about accounting so far?
► How are they feeling about the class?How are they feeling about the class?
1. Have you had accounting in high school?1. Have you had accounting in high school? YesYes NoNo
2. Have you had a college accounting level 2. Have you had a college accounting level course? (Dropped it or are retaking it)course? (Dropped it or are retaking it)
YesYes NoNo
3. Have you (or do you) work in an 3. Have you (or do you) work in an accounting-related field? If yes, please accounting-related field? If yes, please describe:describe:
YesYes NoNo
4. Have you ever heard of financial 4. Have you ever heard of financial statements before this first class?statements before this first class?
Never heard of thisNever heard of this Have heard of it, Have heard of it, but do not know but do not know what it meanswhat it means
Have some idea of Have some idea of what it means, but what it means, but
am no too clearam no too clear
Have a clear idea Have a clear idea of what this of what this
means and can means and can explain itexplain it
5. Have you ever heard of the Sarbanes 5. Have you ever heard of the Sarbanes Oxley Act?Oxley Act?6. Have you ever heard of debits and credits?6. Have you ever heard of debits and credits?7. Have you ever heard of financial ratios?7. Have you ever heard of financial ratios?8. Have you ever heard of journal entries?8. Have you ever heard of journal entries?9. Have you ever heard of internal controls?9. Have you ever heard of internal controls?10. Have you ever heard of the auditors 10. Have you ever heard of the auditors report?report?11. What is your motivation level to take 11. What is your motivation level to take this class at this time?this class at this time?
I am not motivated I am not motivated at all and wish it at all and wish it
was not a was not a requirementrequirement
I have minimal I have minimal interest in this interest in this
classclass
I am moderately I am moderately interestedinterested
I am very I am very motivated and motivated and
can’t wait to get can’t wait to get startedstarted
Write your Write your feelingsfeelings about taking this class this term: about taking this class this term:
What are your feelings now after the first day of class:What are your feelings now after the first day of class:
CAT #1: Assessing Student Prior Knowledge
Results for CAT #1Results for CAT #1For an introductory accounting class:For an introductory accounting class:
► Accounting in high schoolAccounting in high school – – few had it in high (change from few had it in high (change from classes 10 years ago)classes 10 years ago)
► Prior college class –Prior college class – 10% are retaking it10% are retaking it
► Work in an accounting-relatedWork in an accounting-related fieldfield – – a fewa few
► Prior knowledge of certain accounting topicsPrior knowledge of certain accounting topics – – most have very most have very little, but there are always a few that have a pretty good little, but there are always a few that have a pretty good knowledgeknowledge
► Motivation levelMotivation level – – moderate to highmoderate to high
► Feelings that first dayFeelings that first day – – anxiety, fear, want to get a good grade, anxiety, fear, want to get a good grade, excitedexcited
► Used later as a pre-test, post-testUsed later as a pre-test, post-test
Your first CATYour first CAT
Group Activity 1Group Activity 1: develop a new “prior : develop a new “prior knowledge” CAT for the first day of knowledge” CAT for the first day of classclass
Key:Key: Must be easy and fast Must be easy and fast Set the toneSet the tone Fast feedbackFast feedback
Ideas for CATS from YSU Group
What are you career goals?
Where do you see yourself in 5 years?
Bloom evaluation from beginning and end
What is going to put a smile on your face besides earning a good grade or the class being over?
Pre-tests for assessment purposes
Rate your interest in the various concepts in the class
What would you change about the syllabus? “+ and –”
What is your learning style preferences? Delivery? Presentation?
Write definitions and roles of the discipline (pre and post)
CAT CAT (beginning of term)(beginning of term)
►Timekeeper (#2)Timekeeper (#2)
Setting expectationsSetting expectations Communicating correlationsCommunicating correlations
Week 1Week 1 TotalTotal
SunSun MonMon TuesTues WedWed ThursThurs FriFri SatSat
Studying/ReadingStudying/Reading
HomeworkHomework
Studying for TestsStudying for Tests
CAT #2: Timekeeper
Midterm thoughts: How well do you think you used your time during the first half of the term? What things will you change for the second half of the term?
Final thoughts: Were you able to make the changes you wanted to during the term? How might you improve your time management for future accounting classes? What suggestions would you make to future students about time management in future terms?
CAT CAT (During the term)(During the term)
►Daily/Weekly CATDaily/Weekly CAT Muddiest/clearest point paperMuddiest/clearest point paper Clickers – immediate feedbackClickers – immediate feedback Walking around the classroomWalking around the classroom
►Friend CAT (#3)Friend CAT (#3) Write evaluation of student explanation of Write evaluation of student explanation of
financial statementsfinancial statements
CAT CAT (During the term)(During the term)
►Team CAT (#4)Team CAT (#4)►Formative review of preparation, problems, Formative review of preparation, problems,
and participationand participation
►Student Assessment of “best models”Student Assessment of “best models” ►Let them assess themselvesLet them assess themselves
Midterm and End of TermMidterm and End of Term
►Mid-term InterventionMid-term Intervention The Director of our Center for Teaching The Director of our Center for Teaching
and Learning holds a focus group and Learning holds a focus group discussion with my studentsdiscussion with my students
►Reflection Paper at midterm and endReflection Paper at midterm and end Reflection Papers (#5)Reflection Papers (#5)
►Ranking learning experiencesRanking learning experiences►Are they getting it?Are they getting it?►Are they making the connections?Are they making the connections?
CAT CAT (At the end)(At the end)
Day Traditional ClassDay Traditional ClassConsensus Exercises (first day of class)Consensus Exercises (first day of class) 3.583.58Interview with business person and in-class model developmentInterview with business person and in-class model development 3.503.50Clicker useClicker use 4.424.42Working in groupsWorking in groups 4.384.38Reading the textReading the text 3.543.54Doing Homework problems in the bookDoing Homework problems in the book 4.714.71LecturesLectures 3.793.79Friend questionnaire exerciseFriend questionnaire exercise 3.293.29Practice examPractice exam 4.634.63Midterm examinationMidterm examination 4.334.33
Evening Non-Traditional ClassEvening Non-Traditional ClassConsensus Exercises (first day of class)Consensus Exercises (first day of class) 3.113.11Interview with business person and in-class model developmentInterview with business person and in-class model development 3.333.33Clicker useClicker use 3.113.11Working in groupsWorking in groups 3.673.67Reading the textReading the text 4.004.00Doing Homework problems in the bookDoing Homework problems in the book 4.674.67LecturesLectures 4.564.56Friend questionnaire exerciseFriend questionnaire exercise 3.333.33Practice examPractice exam 4.724.72Midterm examinationMidterm examination 4.674.67
Doing Homewor
k
Interview Project
Solving Case
Studies
Developing Pamphlets
Studying for Tests
Setting up Panels
Reflection Papers
Ethical behavior x
Effective problem-solving
Decision-making skills
To effectively lead
To work productively with others
Project management
Written communication skills
Which learning experience helped you IMPROVE the following personal competencies the most?
Value Added CAT Value Added CAT (#6)(#6)
Value Added CATValue Added CAT
Group Activity #2Group Activity #2
What CAT can you add to your classes?What CAT can you add to your classes?
Don’t be a Scaredy CATDon’t be a Scaredy CAT
Asking what you always wanted Asking what you always wanted to know, but were afraid to to know, but were afraid to hear!hear!
The “Ask” CATThe “Ask” CAT
The “Ask CAT”The “Ask CAT”
►Why did you fail the exam?Why did you fail the exam?►Responses:Responses:
The “Ask” CATThe “Ask” CAT
►What surprised you about the on-line What surprised you about the on-line quizzes?quizzes?
►Responses:Responses:
The “Ask” CATThe “Ask” CAT
►Did you feel your grade reflected your Did you feel your grade reflected your work?work?
►Responses:Responses:
Group Activity #3Group Activity #3
►Create a new “Ask” CAT – discuss what Create a new “Ask” CAT – discuss what questions you would like answers for:questions you would like answers for:
ReflectionReflection
►What concepts or ideas will you What concepts or ideas will you remember the most after you leave this remember the most after you leave this session?session?
►Reflect upon the most interesting thing Reflect upon the most interesting thing you learned today.you learned today.
►What will you be changing as a result of What will you be changing as a result of this workshop?this workshop?
Concluding RemarksConcluding Remarks
►For best results, assessment is an For best results, assessment is an integral part of learning. integral part of learning.
►The purpose is to minimize The purpose is to minimize disconnects and frustration as we disconnects and frustration as we improve student learning.improve student learning.
►My experience is that it works! My experience is that it works! Assessment brings new life to each Assessment brings new life to each class.class.