Assessment & Evaluation

Virginia Collins
Neil Patterson
You cannot teach a man anything; you can only help him find
it within himself. - Galileo
Presentation Objectives
At the completion of this seminar, the
participants should be able to:
describe the difference between classroom
assessment techniques and end of semester
evaluations
explain why classroom assessment techniques are
important in the learning and teaching process
list several CATs, their general target goal, and
identify when they are appropriate in the
classroom

What we have learned
Characteristics of student learning
Planning a course and syllabus development
Lecturing
Conducting discussion
Exams and assignments
Field experiences
Inquiry
What is missing?
Pre-Assessment survey
Familiarity with classroom assessment
Half the class said they were familiar
How assessment differs from evaluation
Assessment pre and current, evaluation post
Lines between the two blurred
Have ever used classroom assessment
Assignments and quizzes
A little informal, un-graded assessment
Benefits to teachers and students
Evaluate and improve teaching methods
Improve learning and assess knowledge level

Purpose of the University
To produce the highest possible quality of
student learning
To help students learn more effectively and
efficiently than they otherwise would on their
own
All too common?
College instructors assumed their students were
learning
Evidence to the contrary when grade tests and papers,
and students have not learned as much as expected
By the time faculty notice gaps in knowledge or
understanding, too late to remedy the problem
To avoid such surprises, faculty and students need
better ways to monitor learning throughout the
semester teachers need a continuous flow of
accurate information on student learning
Informal Classroom assessment
Instructors rely on answers to questions, listen
to student comments, monitor body language
and facial expressions
Purpose of formalized classroom
assessment
Classroom assessment helps individual teachers
obtain useful feedback on what, how much, and how
well their students are learning
Teachers use this information to refocus their
teaching to help students learn more effectively
Different than evaluation from assignments and
exams
Learner-centered, teacher-directed, mutually
beneficial, formative, context-specific, ongoing, and
firmly rooted in good practice
Learner-centered
Focuses attention of students and teachers on
observing and improving learning, not
teaching
Help students develop metacognative skills
(skills in thinking about their own thinking and
learning)
In the end, if students become more
independent, lifelong learners, students must
take full responsibility of their learning
Teacher Directed
Classroom assessment respects the autonomy,
academic freedom, and professional judgment
of teacher
Individual teacher decides when, what and
how to assess and how to respond to material
gathered from assessment
Mutually beneficial
Since focused on learning, requires active
participation of the students
By cooperating in assessment, students reinforce their
understanding of course content and strengthen their
own skills at self-assessment
Students can participate more actively in their
learning (taking ownership in process)
Increased motivation when realize faculty are
invested in their success

Formative
Formative rather than summative
Improve quality of learning, not provide
evidence for evaluation or grading
Rarely graded, almost always anonymous
Aim is to provide faculty with information
what, how much, and how well students are
learning

Context-specific
You need the right tool to do the right job
Different content areas, types of activities, and
even class dynamics warrant different
assessment techniques
Ongoing
Consider it like a classroom feedback loop
Teachers get feedback from students on their
learning
Faculty then complete the loop by providing
students with feedback on the results of
assessment and suggestions
Loop continues
How do students directly benefit
from classroom assessment?
Meta-cognitive skills describe students awareness
and understanding of their own learning skills,
performance and habits
Understand what they are learning and why they are
learning it
Good learners engage in more metacognitive
activities than poor learners do
The more time and effort students invest in the learning
process, the more intensely they engage in their own
education, the greater their educational experiences,
persistence in college, and continuation of learning
Process and content based feedback

How do teachers directly benefit
from classroom assessment?
Benefits to students = benefit to teachers
Develop a culture of openness and consistent feedback
Constantly monitor student views on process and
understanding of content
Answer difficult questions such as:
How can I find out whether my students are learning the essential
skills and knowledge I am trying to teach
How can I help students learn better?
Reduce uncertainty of student learning between exams
Improve teaching skills and gain new insights
Increase overall learning

Classroom assessment versus
evaluation
Summary of earlier discussion
Benefits to:
Students
Teachers/faculty
University
Evaluation Summative
Classroom assessment - formative
Assessment
Course Related Knowledge and Skills
Prior Knowledge, Recall & Understanding
Analysis & Critical Thinking
Synthesis & Creative Thinking
Problem Solving
Application & Performance
Learner Attitudes, Values & Self-Awareness
Awareness of Attitudes & Values
Self-Awareness as Learners
Course Related Learning & Study Skills
Learner Reactions to Instruction
Learner Reactions to Teaching & Teaching
Reactions to Class Activities, Assignments and Materials

Choosing The Right Assessment
Considerations:
Time & Energy
Preparation
Front End vs. Back End
Student Response
Teaching Goals
I can teach anybody how to get what they
want out of life. The problem is that I can't
find anybody who can tell me what they
want.
-Mark Twain
CATs Youve Done:
What Do They Assess?
Concept Maps:
Synthesis & Creative Thinking
One-Minute Paper:
Prior Knowledge, Recall &
Understanding
Reading Rating Sheets:
Reactions to Class Activities,
Assignments and Materials
Pre- & Post Survey:
Prior Knowledge, Recall &
Understanding
Course Related Knowledge and Skills
Prior Knowledge, Recall & Understanding
Analysis & Critical Thinking
Synthesis & Creative Thinking
Problem Solving
Application & Performance
Learner Attitudes, Values & Self-Awareness
Awareness of Attitudes & Values
Self-Awareness as Learners
Course Related Learning & Study Skills
Learner Reactions to Instruction
Learner Reactions to Teaching & Teaching
Reactions to Class Activities, Assignments
and Materials
CMap
Cmap allows users to construct, and
share concept maps:
Construct Cmaps on personal computers;
Link Cmaps to other Cmaps on the Internet
(CmapServers);
Edit maps synchronously with other Internet
users.
FREE!

http://cmap.ihmc.us/download/
A New CAT
Learner Attitudes, Values & Self-Awareness
Opinion Polls



Additional Resources

Angelo, TA, KP Cross. Classroom Asessment
Techniques: A Handbook for College Teachers.
Jossey-Bass Publishers: San Francisco. 1993.
Southern Illinois University : Several CATs
online:
http://www.siue.edu/~deder/assess/catmain.html