Class+Assessments

I could use the "Concept Map" to have my math students DRAW the relation between the different number sets. ie. Draw the relation between reals, wholes, integers, rationals and irrational numbers Liz
 * EXAMPLE**

1/27/2012 Barry's 3 Assessments: 1- I used the Pro & Con Grid in my PTech 212 class today. The discussion centered around the SSA Coal Terminal and the Pro and Con arguments for it coming to Whatcom County. The arguments were pretty evenly split, but everyone agreed it was a great exercise and discussion as we all learned different points from others that we had not previously considered, an excellent learning tool and mechanism for informed decision making. 2- I could also use the Cover Letters Assessment Technique. I would have students create a cover letter as if they were applying for a job and their need to sell themselves by pointing out relevant experience, strengths, and skills. The letter could then be reviewed to point out skills they have and acquired experiences but hadn't considered in their letter. This would go a long way in honing in on matching the students skill set to what the prospective employer needs. 3- I could also give a Background Knowlede Probe (Test) at the quarter onset to gauge members of their subject knowledge base and where I should begin in order to have everyone on the same page. This would give an indication of a student who might be lagging a bit and need additional attention.

I sure hope I entered this correctly as I am really IT challenged. Barry

1/29/2012 Michael Assessments Hospitality Supervision Class Tue/ Thur 1, I had my students do Problem Regonition tasks in my hospitality mamangement and identify the princlple in Title 7 laws. Some students had Age descrimination, religious and race descrimination, ADA, Students wrote their problem solutions on poster sheets and shared their problem and princilpe with the rest of the class and fielded questions, statements and thoughts frmo the rest of the class. 2. One minute paper; Students were asked to summerize from a supervisor or owner of a restaurants stand point which Title 7 laws they feel most concenred about and identify three situational factors that they feel woulkd jeopardize their business operations. 3. Application Card; Common Law lesson due to the missing of a week of Hospitality supervision i recreated Thursday lesson with Identify 3 scenarios, the circumstances that may provide an employee with the grounds for filing a lawsuit based on each of the following Place each response on a easel pad and post, each team will need to defend there scenarios. Peers in the outside the group will raise questions as to why the particular response.


 * Wrongful discharge
 * Constructive discharge
 * Assault and battery
 * Infliction of emotional distress
 * False imprisonment
 * Libel and slander
 * Invasion of privacy
 * Negligent hiring
 * Negligent retention

1/29/2012 Joan H, Nursing 121 and 122

1. We are using **Concept Maps** in our clinical practice. The students collect physical assessment data on their patients and then use the concept map to organize and prioritize their patient's nursing problems. We use the concept map process to assess the student's ability to integrate and prioritize information in the clinical setting. 2. I will be using **Memory Matrix** tomorrow afternoon to asses my students' current retention of theory introduced last week. We have a grid that identifies our primary diseases and asks for s/s, treatment, nursing care, etc., for each. I will have the students work on the matrix in teams at the beginning of class, and we'll follow up with large group discussion. We will be having a unit exam the following day, and we'll use memory matrix to assess current understanding and review/clarify any muddy points in large group discussion. 3. I used **Student Test Questions** very successfully last quarter with my cohort. We had a rather large unit to cover at the end of the quarter, and I had the students divide into teams of 5, and assigned each team to create 15 test questions specific to a certain set of unit objectives. I then added 15 questions of my own and they took the exam in team format. Their scores were great and they are now demonstrating retention of the material they learned in their clinical practice. I intend to do this again at some point this quarter.

Comments regarding ongoing feedback/assessment: Nursing students are very test focused, as they must pass a timed exam to obtain their license. Therefore, they really like quizzes, puzzles, games, and anything else that has a score board. I incorporate that type of self assessment into my units via my Angel platform, and the students use all the resources. Ongoing assessment and feedback, good as well as bad, is critical for student success.

1/30/2012 Rhonda M Gray, NSG 101/131

1. I have instructed my class to do a **reflection** on their clinical rotation. They are to write to me freely and openly describing their feelings and thoughts related to their clinical experience. Reflection is a big part of learning and It is my hope that through this process students will become more confident and aware of how to be more safe and effective as nurses.

2. I was able to do an **empty outline** with my class. We did a study guide on the topic of discussion. Students were given an hour to research the material and fill in the blanks on the study guide. We then reviewed their findings and had class discussion covering the material. Students stated that they appreciated this approach to learning and that it was beneficial to do this prior to the lecture.

3. I have also used **Student Generated Test Questions**. I have found this to be of extreme value in this setting. I have done a mixture of things with this. I once divided the class in half and each half was to come up with 5 questions written in NCLEX format. I later brought them together and instructed them to give their questions to the other half of the class. Each group then attempted to answer all five questions correctly. If they chose to argue any questions after the test were taken, they had to speak to each other regarding their findings and or arguments. The group with the most correct was given 10 extra minutes for lunch break. It was a very positive experience. I also have had them each write 5 questions and used these as exam questions. I enjoy seeing them argue with each other rather than with me. This tends to be fun as well as educational for students. It also is good feedback for the instructor as to how well they are able to digest the format for this style of questioning.

1/30/2012 Andrew (1) I think the one minute paper would work great for my class in multiple areas of what we teach. One that comes to mind is using the measuring system, there is a lot of technical information in this lesson and new complex tools that a lot of students have never seen before. By having them write the one minute paper It would help me know what I need to spend more time on with the next group and answer the questions that group of students have.

(2) Misconception/Preconception check. This is the one I used in a paint prep lesson I gave and have used in the past to try an determine some of the levels the students are at before I start my lesson. It helps to determine what parts to spend more time on and to learn what they think they know. When answering my questions I will correct there information if wrong or let them know if they have a good solid base to start with.

(3) Muddiest point. I could use this in some of my mix systems lessons using the computer and scale setups to see if they are understanding how to enter the paint codes properly and understanding all the icons and set up procedures involved in the system as well as trouble shooting techniques.

1/30/2012 Susy 1. I have used **Background Knowledge Probe** with my students to determine the level of their nutrition knowledge. The probe is usually designed with multiple choice questions on general nutrition at the beginning of the quarter, but I have also used it throughout the quarter. This quarter I will use a brief tests to determine their knowledge on the risks and causes of heart disease and osteoporosis. I find this to be a very useful tool. Nutrition is a topic with much information and I try very hard not to assume that students all have the same level of understanding or prior knowledge. The test also provides a starting point for further discussion.

2. When teaching students about the different types of carbohydrates, I used the **Memory Matrix**. The three types of carbohydrates, monosaccharides, disaccharides and polysaccharides are listed on the left of the grid and the categories simple and complex are written across the top. Students are asked to give examples of carbohydrates to fill in the grid. This lesson helps them to differentiate and classify carbohydrates and tie them to common sugars used in the culinary field and their everyday diets. I find when doing this activity it assists the students the 2 types of classifications. Simple and complex carbohydrates are common terms used to differentiate between carbohydrates containing fiber and more intact nutrients and those that are more refined. The classification of di, mono and poly is a more structural classification that they will continue to see in the literature and helps with the understanding of carbohydrates in overall health.

3. The assessment tool that I will be using in my lesson this week is the **One Minute Paper**. My students have studied carbohydrates and are currently studying dietary fats. We watched the film, "Supersize Me" as a lead in to studying fats. This documentary looks at the effects of eating McDonalds food for every meal for a one month period of time. After viewing the film, I asked the students to pick McDonalds food for 3 meals in one day. We then analyzed the amount of calories and fat in the menu items, using the nutrition facts provided on line by McDonalds. After calculating, I measured out the amount of fat in crisco by the tablespoon to demonstrate what that amount of would look like as a whole. The follow up will include a power point and think pare share with questions covering the topic. At the end of the lesson I will have them complete a **One Minute Paper** to summarize the most important item they are taking away from the lesson, two questions they still have and if any questions remain unanswered. Because of timing I have not been able to deliver this assessment, but will do so at my next class period.

Ryan Vasak EDUC 209 Instructor: Cunningham Assignment 1 Due: 1/30/2012 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments in the classroom **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment Techniques
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Muddiest Point
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cover Letters
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Background Knowledge Probe


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Muddiest Point **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- The “muddiest point” assessment technique could be used every day, after each lecture or subject presentation. In my courses, I have days that are lecture heavy, and days that are lab or field heavy. During lab/field days, I typically have time to question individual students to assess their comprehension of the material. During lecture days, however, my only feedback on comprehension comes either at by behest (via direct questioning), or if students ask questions. The “muddiest” point technique would be helpful during those days where I am having trouble reading the students’ minds. To employ this technique, I would ask that each student write down either a question or area in which they would like further explanation. Each student could provide their questions, if they were so inclined. To complete the process, I would review the muddy areas, and try to address (at the next class session) the concepts that seemed to come up the most. An addition to this technique would be to set up a “mud” box, and provide index cards for students, so that they could submit their thoughts at any time.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cover Letters **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- For my Job Search class, I required that all students write cover letters, either for a real or fictitious job. Prior to that assignment, I gave the class a lecture on the structure of a cover letter, components of a cover letter, and phrases to include or to exclude. The next step will be to have the students provide peer editing, and then I will provide comments on a one-to-one basis. The cover letter will be used not only to satisfy an assignment, but also to assess each student’s writing ability, confidence in their work experience, and whether or not they looked at example cover letters, followed proper format, and included necessary components. In my particular class, the concept of a cover letter and its purpose generated a great discussion among the students.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Background Knowledge Probe **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- In my Salmonid Biology course, we cover both internal and external anatomy of fish in general and salmonids in particular. To assess the students’ general level of knowledge I use a form of the Background Knowledge Probe technique. On day one of anatomy, I put up a slide that reads “First assignment: Draw a fish, label all external components that you can think of. This is a contest. At the next class session, a prize will be given for the most anatomically correct labels, __and__ for the prettiest fish. You have 3 minutes to complete the task. Start now!” This “game” allows to me assess the class as a whole in terms of their general knowledge of fish anatomy. Believe it or not, even the drawings allow me to get a feel for how well students know their fish anatomy.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Comments about the assessment technique- **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After a couple of lectures on fish taxonomy, classification, scientific naming conventions, and scientific names of salmonids, I employed the “muddiest” point technique. The majority of the comments I received related to the scientific names. Numerous students found that they had a hard time remembering or connecting to the genus and species names for the Pacific salmon and trout. In short, the names were a foreign language to them. In truth, they were, both literally and figuratively. In the next class session, I addressed their concerns, explained the big picture of using scientific names, went over the names again, and posted a list of the names (with pictures) on Angel. To further aid comprehension, I tried to break down the Latin of each name, and translate it or give the students some sort of reference point, funny anecdote, or a cultural reference from which the name was derived. Through a simple assessment technique, I was able to circumvent a potentially frustrating experience for the students, incorporate more necessary material into my lecture, and hopefully improve my teaching technique.