Quiz show could be used in short 5-10 minute segments or could easily fill an hour session. Jigsaw involves students doing individual research on a subset of a given subject area, and then piecing their research together with other students “to build the whole picture”. Below are some of the more commonly known techniques: 3-2-1 Format Examples of easy-to-use CATs Minute Papers and Muddiest Point , the best known and easiest CATs, are used to assess course-related knowledge and skills. Teaching Tip: What Kinds of Questions Promote Meaningful Class Discussions? Assessing Conceptual Connections (Cross-Concept Integration): Did you see any relationships between today’s topic and other topics previously covered in this course? ), Have students focus 3-2-1 on main ideas (most important ideas, supporting details, etc.). Write the word or phrase at the top of a sheet of paper as the heading for a "Focused List" of related terms important to understanding that topic. 3. This technique is especially helpful if students seem to be having difficulty grasping a concept or process. 6. "Classroom Assessment" is a formative rather than a summative approach to assessment. Boston, MA 02129-4557 Collect the responses as or before students leave. correct responses vs incorrect responses - focus on patterns in the responses. MGH INSTITUTE OF HEALTH PROFESSIONS Muddiest Point is a quick and simple technique where students identify a challenging or confusing concept. Have students work on in class, individually or in groups. 8. CATs are most commonly ungraded, unanimous, and are conducted during class time. This exercise is effective after lectures, videos, reading assignments, etc. 3. Students can increase their understanding of their own learning. Focus Listing activity focuses on one concept, term, or topic. Student can complete 3-2-1 as individuals, pairs, or small groups. Enhancing problem-solving skills. Examples: quizzes, tests, exams; term papers, lab reports, homework Examples: pose questions, listen to students questions & comments, monitor body language & facial expressions, Classroom Assessment Techniques • Implementation of Classroom Assessment Techniques – tell the students ISBN 1-55542-500-3 1. The first section deals with basic matters, in particular a description of the Teaching Goals Inventory, which is the basis for their approach to assessment. Memory matrix is simple to implement and easy to use during instruction however there is some up-front preparation that must be completed. Fully online course, Inclusive Teaching: An Approach to Meeting Diverse Learning Needs, Examples of Classroom Assessment Techniques, Getting Started with Classroom Assessment Techniques. Continue identifying the ways the various concepts are related to each other and write that on the lines connecting the concepts. A think-pair-share session could be 5 to 15 minutes. Look for common misconceptions or errors. Examples of CATs include the following. Be sure to increase the time limits you set for yourself, however, since you are the ‘expert’ and students are the ‘novice’ learners. For example, use an easy topic like, “What are birds?”. Leave enough time to ask the question, have students respond, and to collect the responses. 5. 7. Use muddiest point to review work outside of class (e.g. Typically, CATs solicit responses from students to provide instructors with information to help them modify their teaching strategies to … Combine the technique with presentations. 36. Classroom Assessment Techniques (CATs): One-Sentence Summary, video tutorial from e-Learning Center at Northern Arizona University. Jigsaw requires a moderate to high amount of faculty preparation and takes a fair amount of class time. While it is easy to use, be careful not to over-use this or any single assessment technique. Be sure you have tested the concept map activity yourself and given the class the appropriate amount of time to complete the activity. Students return to class and consult with the same content experts from the other teams. and Second. There are hundreds of variations of classroom assessment techniques. Also create a blank matrix for students to fill in. 1. Students reflect on and write brief notes for one minute in response to the question. 5. Concept mapping serves several purposes: Helps students brainstorm and generate new ideas, Encourages students to discover new concepts and the propositions that connect them, Allows students to more clearly communicate ideas, thoughts and information, Helps students integrate new concepts with older concepts, Enables students to gain enhanced knowledge of any topic and evaluate the information. Add second and third level associations, if appropriate. Identify a concept area (the whole puzzle) which contains roughly 4-6 subtopics (pieces of the puzzle). number of items required or length of time. Classroom Assessment Techniques (Adapted from work by: Danielle Mihram, Director, USC Center for Excellence in Teaching) 1. If your test convinces you that the topic is important and well defined have the students complete the exercise. Respond to the students' feedback during the next class meeting. Other Examples of CATs: George Washington University. This exercise engages the class with content on multiple levels. Questions Designed to Assess Student Interests: For you, what interesting questions remain unanswered about today’s topic? 3-2-1 Format is a quick and simple student writing activity. Description. Memory matrix is an intermediate technique that asks students to create a structure for organizing large sets of information. of Elem. Depending on class size you would likely divide students into groups. Exams may include multiple choice and essay questions. ed. Make one completed matrix to use as a key. The 3-2-1 format is a quick reflective activity similar to think-pair-share. The following guide is designed to explain and give examples of how in-class assessment can enhance university teaching and learning. 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