ten cats on a hot roof
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Ten CATS on a HOT Roof. Academic Development Day David Knopp Associate Dean, Business & Computer Science October 9, 2012. Ten CATs on a HOT Roof. MeOW. Ow. Ow. Ow. Ow. Ow. Ow. Ow. Ow. Ow. Sn. Sn. Sn. Sn. Sn. Sn. Sn. Sn. Ten CATs on a HOT Roof. - PowerPoint PPT PresentationTRANSCRIPT
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