![Minute Paper In concise, well-planned sentences, please answer the two questions below: 1. What are the two [three, four, five] most significant [central, useful, meaningful, surprising, disturbing] things you have learned during this session? ____________________________________________ ____________________________________________ ____________________________________________ 2. What question(s) remain uppermost in your mind? ____________________________________________ ____________________________________________ ____________________________________________](https://image.slidesharecdn.com/classroomassessmenttechniques091-100901071851-phpapp01/85/Classroom-assessment-techniques-091-8-320.jpg)
Classroom assessment techniques 091
- 1. Quick & Effective Classroom Assessments Using the Feedback Loop THS Instructional Faculty Meeting Presented by: Mrs. Dukes & Dr. Hartley (Tabb High School)
- 2. Student Feedback Information gathered to understand strengths and weaknesses in order to improve teaching and learning. vs. Evaluation Judgment about teaching & learning (Assesses achievement with an end in mind such as a grade).
- 3. Feedback versus Evaluation * Formative * Summative * Information, * Information and NOT Judgment Judgment * Neutral * Scheduled * Ongoing
- 4. Collecting Student Feedback Timely Efficient Anonymous Ongoing process Variety of methods Easy to implement Owned & directed by instructor Positively impacts student learning Demonstrates respect for student input Gain for students- *Review content & reflect on learning. Gain for instructor- *Gain insight about student learning & how to improve instruction *Information to start your next class period (built in review/remediation)
- 5. Closing the feedback loop makes a difference in both teaching & learning Share with the students: What you learned from the assessment. 2. What difference this will make in your teaching. 3. What adjustments students should make to improve their learning.
- 6. Techniques for Gathering Feedback Ungraded activities which measure the “state of the classroom” Minute Paper Penny for Your Thoughts Exit and Entry Tickets/Slips Focused Listing Muddiest Point One Sentence Summary Directed Paraphrasing Application Card
- 7. Minute Paper Purpose: Students identify significant things learned and questions they have. Technique: Prepare 1-2 questions. Distribute index cards (scrap paper) & ask students to write responses. May have students pair and compare.
- 8. Minute Paper In concise, well-planned sentences, please answer the two questions below: 1. What are the two [three, four, five] most significant [central, useful, meaningful, surprising, disturbing] things you have learned during this session? ____________________________________________ ____________________________________________ ____________________________________________ 2. What question(s) remain uppermost in your mind? ____________________________________________ ____________________________________________ ____________________________________________
- 9. Focused Listing Purpose : Quickly determine what learners recall as most important points. Technique: 1. Write important word or phrase as a heading. (not too broad or narrow) 2. Set time limit or item limit. 3. Ask students to make a focused list of important words or phrases that fall under heading. 4. May want to compare students’ lists to your list.
- 11. Penny for Your Thoughts or Thanks a Million Purpose: Provides a quick structured way to get student feedback about anything related to course. Technique: Construct feedback sheet (examples provided). You may prompt student or leave open-ended. Provide time for student to complete & submit prior to end of class. Review results with class at next session.
- 13. One Sentence Summary Purpose: Identify students’ ability to summarize a large amount of information using a highly structured, compact format. Technique: Select important topic. Ask students to respond to questions: Who did what to/for whom, when, where, how, and why? Students turn answers into a grammatical sentence that follows the same pattern. May ask students to then turn sentence into more sophisticated 2-3 sentence summary.
- 14. One Sentence Summary Examples DESCRIPTION A ___________ is a kind of ____________ that ... COMPARE and CONTRAST __________ and _________ are similar in that they both…. but _____________, while ______________….. PROBLEM and SOLUTION ___________wanted….., but …… ., so …….. CAUSE and EFFECT _____________ happens because ….
- 15. Muddiest Point Purpose: Identify what students find most confusing or least clear. Procedure: Determine area in need of feedback. Ask students to write response to what is confusing. Leave a “muddy point” collection box by exit. Read responses & sort into related piles. Respond to students’ feedback next class.
- 16. Muddiest Point What has been the "muddiest" point so far in this class session? That is, what topic remains the least clear to you? ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
- 17. Directed Paraphrasing Purpose: Assess student understanding of concept/procedures and ability to translate for someone else to understand. Technique: Select topic that has been studied in depth. Determine realistic yet challenging audience. Ask student to paraphrase topic for a specific audience (provide time or word limit). Read and separate responses into 4 piles (excellent, adequate, minimal, confused)
- 18. Directed Paraphrasing Gerontological Nursing In one or two sentences, paraphrase what you have learned about hospice care to inform a dying, but still lucid, patient of its possible advantages over hospital or home care. Small-Business Finance Imagine that you have just been invited to give a talk to a group of local small-business owners on specific ways in which proposed changes in the state tax code may affect them. Paraphrase, in one or two sentences, the proposed changes that are most likely to affect this audience.
- 19. Application Card Purpose: Assess learner’s ability to apply what is learned. Technique: Identify important principle, theory, or procedure that was studied. Hand out cards and ask students to identify 1-3 possible applications of lessons to real life. Read and sort into piles (great, acceptable, marginal). Share the best applications during next class.
- 20. Entrance & Exit Passes/Slips Purpose: Provides way to prompt thinking about course prior to entering or summarizing prior to leaving. Technique: Identify prompt for entrance and/or exit. Provide “pass” for students to complete. Use input to assess student learning.
- 21. Entrance & Exit Tickets/Slips Entry slips can be used by teachers to judge the level of understanding among the students about a concept before the start of a lecture. Exit slips can be used by teachers to judge the level of understanding among the students about a concept at the end of the lecture .
- 23. The End Have a nice day and thank you for all that you do to make THS a great place for students!