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Published on January 2, 2009

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Slide 1: Classroom Assessment Techniques for Formative Assessment 2 March 2006 Dr. Catherine Tang Slide 2: Classroom Assessment Techniques for Formative Assessment Workshop activities: 1. Review the concept of formative assessment. 2. Explore some methods of formative assessment in the classroom. 3. Design some formative classroom assessments for your course. 4. Share experience. Slide 3: Formative Assessment . Continuous On-going during learning / teaching . Non-gradable Does not involve grading . Diagnostic Provides feedback to students and teachers on - strengths and areas for improvement - difficulties - misconceptions . Remedial Provides opportunities for modification / improvement Slide 4: What sort of feedback would you want to collect from your students during class? How do you obtain this feedback? Slide 5: Formative Assessment in Classroom Simple non-gradable tasks conducted during class to . Collect feedback from students on their progress of learning. . Help students identify progress of learning. . Identify areas that require clarification or further attention. . Serves as teaching and learning activities. Applicable to large classes. Slide 6: Informal Formative Assessment Methods Classroom Assessment Techniques (CATs) (Angelo & Cross, 1993) . Quick, easy and systematic way of soliciting and recording feedback from students. . For formative evaluation to both teaching and learning. . Supplement and complement formal assessment. Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques. San Francisco: Jossey-Bass Publishers Slide 7: Some Examples of Classroom Assessment Techniques (Angelo & Cross, 1993) . Focused listing – assesses memory of important declarative knowledge. . The minute paper – assesses reflection and evaluation of declarative knowledge. . The muddiest point – assesses reflection on and evaluation of content knowledge. . One-sentence summary - assesses summarizing, relating and synthesizing skills. Slide 8: Focused Listing . Assesses students’ ability to remember as the most important points about a (new) concept or topic. . Indicates what the students consider as the most salient information. . Assesses students’ prior knowledge about a concept or topic before teaching . Useful when teaching large amount of new information. Adaptations: . As a small group activity. . Students to compare their list with the peers’ / teacher’s list. . Elaborate on the items on the list. . Develop a concept map of the points on the list. Slide 9: Focused Listing Steps: . Explain to the students what you want them to do and why. . Select a topic and describe it in a word or a brief phrase. . Ask the students to write down a list of important words or phrases related to the topic. . Set a limit to the time or the number of words or phrases. . Provide feedback to students. Main issues about OBTL at CityU are: Examples of focused listing The 5 most important points to remember when designing and implementing OBTL in your course are: Slide 10: The Minute Paper . Assesses students’ evaluation of declarative knowledge. . Helps students reflect and identify progress of their learning. . Useful when students have to learn new materials. . Can be used at the beginning or at the end of a lesson. Adaptations: . Modify the questions to ask for more specific issues e.g illustrate a concept with examples, provide reasons. . Incorporate group / peer discussion. . Let students decide and discuss the questions in small groups. Slide 11: The Minute Paper Steps: . Explain to the students what you want them to do and why. . Select a topic. . Ask the students to answer the following question: “What is (are) the most important thing(s) you learned during this class?” . Set a limit to the time (about 2-5 minutes). . Relate the issues to the CILOs. . Provide feedback to students. The one most important things that I have learned during this session is: Examples of a minute paper The two most important factors affecting the success of implementing OBTL in your course are: Slide 12: The Muddiest Point . Assesses students’ evaluation of declarative knowledge. . Helps students reflect on their learning and identify areas that they are confused or do not understand. . Encourages students to ask questions. . Can be used at the beginning or at the end of a lesson. Adaptations: . Incorporate peer assessment to identify the muddiest point. . Incorporate peer tutoring on the muddiest points. Slide 13: The Muddiest Point Steps: . Explain to the students what you want them to do and why . Select a topic . Ask the students to answer the following question: “What is the most unclear points (to you) during this session?” . Set a limit to the time (about 2-5 minutes) . Provide feedback and clarification to the students in the next session The one question on that remains unanswered to me is: Examples of the muddiest point The point that is most unclear to me regarding how to design formative assessment is: Slide 14: One Sentence Summary . Assesses students’ ability to concisely, completely and accurately summarize a large amount of information into a single sentence. . Assists students to relate and synthesize information. Adaptations: . Incorporate peer learning. . Ask students to gradually expand on the one sentence summary. Slide 15: One Sentence summary Steps: . Explain to the students what you want them to do and why. . Select a topic. . Ask the students to write one sentence on the topic. . Set a limit to the time (about 2-5 minutes). . Provide feedback and clarification to the students in the next lesson. Constructive alignment and assessment. Examples of one sentence summary Formative assessment and its effect on student learning. Slide 16: Classroom Assessment Techniques for Formative Assessment Individual reflection Referring to the course(s) that you are currently teaching, try out some of the classroom assessment techniques discussed. Share your ideas with the group. Slide 17: Experience sharing In class formative assessment using PDA Dr. Ron Kwok IS Slide 18: Classroom Assessment Techniques for Formative Assessment Workshop activities: 1. Review the concept of formative assessment. 2. Explore some methods of formative assessment in the classroom. 3. Design some formative classroom assessments for your course. 4. Share experience.

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