Class+Assessments+Winter+11

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**

Oops... forgot to come back and add the results of the assessment used in the classroom.
 * 1) In my accounting classes the students do a lot of exercises and problems because so much of their understanding is dependent on the __application__ of the theories learned. This makes the "**Documented Problem Solving"** assessment particularly appropriate. Having to explain how they arrived at the solution helps them to better understand the process and the others in the class benefit by having a peer (with a different perspective from the instructor) explain it to them.
 * 2) Since accounting involves a building-block process of learning much like math, I like the "**Muddiest Point**" assessment because it requires students to identify their gaps in learning the previous "block" of concepts before we add another layer to the foundation.
 * 3) The "**Memory Matrix**" is the assessment technique I intend to try in my classroom this week. The beginning level accounting students are learning about different types of accounts and which financial statements they are reported on. I will give them a set of different types of accounts across the top of the matrix and along the left edge I will put the names of the three financial statements. I will ask them to fill in the cells of the grid showing which account appears on which statement.

Aside from finding out which students understood the realationship between accounts and financial statements, the matrix created a pattern that was helpful to students in remembering these associations. Because I set up the top of the grid with the accounts in the same order as the accounting equation, it provided a way of visualizing the relationship between these accounts in the fundamental accounting equation and the financial statements. Several students found this to be quite helpful. ---Deidre Kent

1) At the beginning of each quarter I give the class a simple set of math problems related to the specific processes we will be using to calculate values over the course of the class. This would fall under the "Background Knowledge Probe" category. This allows me to get an idea of where the class is with relation to what we will be covering. Since a lot of what we do is just "crunching numbers", I can find out if there is anyone in the class that is going to be bored, as, for the most part, few of the students are familiar with the fairly basic calculations we use. 2) Later in the quarter I wish to try the "Student Generated Test Questions". By asking them to take a segment of the learning they are involved in, and asking them to formulate a question that will allow them to explore an aspect of the information, they will be able to feel an investment in their education, as well as be able to learn about something that is of interest to them. 3) I am in the middle of an area that has a series of specific processes that generate different results on a set of data. Various errors are created in the data, depending on which process is used, but other areas are rendered correctly. By using a "Memory Matrix", I will be able to see if the students were able to put the correct process with the desired result.

I used a different assessment than those already listed, choosing the Direct Paraphrasing method. I gave a lecture about the information mentioned in number three from above, and asked the class to send me an email telling me what they got out of the lecture, what they thought the important parts were, and what they though could have been done differently. The vast majority of the feedback was positive, although I had a couple of students that felt the information was redundant, having had the same overall information last year. Some said they appreciated the review or the different perspective. One said he liked the review, but got bored near the end and decided we were spending too much time on it. I learned (again), you can't please everyone. -Chris

1. I intend to try out the **Background Knowledge Probe** in my next unit. This is a short quiz that is given at the start of a new lesson which gives the instructor a level at which to begin. Because there is so much information being thrown at my students quickly, particulary the dentistry specific language and terminology, I want to make sure that I am not assuming a level of knowlege that is not there. I think I will try a multiple choice format to make it a little simpler. 2. The **Empty Outline** would be a very helpful thing to do after I have lectured to see if the basic information got through to my students. I will provide them with a partially empty outline and give them five minutes to fill in the blanks. If I get a lot of incorrect answers, I will know that I need to re-address those topics. 3. The **Student Generated Test Questions** is something that I started to implement at the end of last quarter. My students love this and ask for the opportunity to do it. I will continue to have students generate their own test questions this quarter as part of review for exams. By having them review each other for the exam, I find they are much more invested in it. As I listen, I make sure that their test questions and answers are correct and use the opportunity to correct any misinformation. -Alisa

1. I'll use the **One Minute Point** after a chapter review in the Interpersonal Communications class. I generally have the class break into small groups for chapter review and then we come together as a large group to summarize their discussions (I have primer questions on the board to guide the small group discussions). As part of the large group summary, I'll ask the students to summarize the one most important item they learned from the chapter as well as two questions they still have on the material.

2. The Psyc100 students have a research paper coming up. I'll use the **Cover Letter** technique to gather information about the reseach/writing process for them. This Monday, we'll go over the criteria for the paper and I'll include a brief example of a cover letter and ask them to reflect on the writing process, the strengths, and what they gleaned from the assignment.

3. Yesterday, I used the **Post-Writes** technique as the students turned in their research exercise. I asked them to answer the following questions: //What did you learn from this assignment (the act of research not the topic they wrote about)? Will this skill be helpful in the future? How can this assignment be improved upon for future students?// The general feedback was great. Most students feel this is a skill they will use in future classes as well as in their professions (medical folks). They learned techniques for breaking down a scientifc article. Some were confused because there are instructions for the Research Exercise and the Research Paper (due later in the quarter) in the syllabus packet. Some found the directions staightforward while others wanted more examples and more detailed instructions. What I learned: I need to rename one of the assignments and I need to print out some research exercise examples to pass around while we discuss the assignment. I have multiple examples on angel and I showed them to the class, but some students wanted something in their hands. Also, I plan to ask the library staff, if someone would be willing to come to the class and walk the students through the library resources available online using the laptop cart. I didn't know enough about this fantastic resource to answer questions in class. ---Laura

1. Since my classes are considered a one time class I like to get an idea of what knowledge they may have on the subject, so I do a **background knowledge probe,** I ask each student, or the class what, if any previous training/classes they may have had on the subject and at what level they what to start at. 2. I like to watch the students and see if they seem to be excited, or getting lost. 2-3 times during the class I will stop and do a **Punctuated Lecture.** I will ask the class, or an individual student about a technique we just covered and have them tell me what they would do to make the technique work. 3. At the end of the class I do a **Reflection.** I open the class to let the students how they will use what was covered in class, or now with this new information, they will do it differently than before. After the reflection I then open up a question and answer period based on their reflections.**(** For my last class I started with **background knowledge probe** as I always do and found out no one had any previous experience with French baking. with that information in hand I changed how I would proceed with the class. I decided to scale back on the number of recipes I had planned to do and instead put more time into basic technique and how they can easily convert one recipe into another with very few steps. As we hit the 2 hour mark I used **THE MUDDIEST POINT.** I started by asking one student how they would make one of the recipes we had covered and what issues they may have trying it at home. At first they said they would not have any issues reproducing the recipe, but then started asking me questions about the method I had showed them, to make sure they really did know what to do. Then others started asking questions on other recipes and I did a full recap of all the recipes we had covered repeating over and over the key steps. At the end of the class I aked the students to **Reflect** on the class, I was interested how they saw the class, and what they would do with the new information they just learned, most importantly, they all felt they were leaving with a lot more then they came in with and I felt good.) Marc

1. I often have students create **Concept Maps** from lecture topics. In health care it is important to understand the bigger picture and how different disorders interrelate. I've found concept mapping helps the students to understand that the information that they are learning is part of a larger dependent system. 2. Because I work with bridge students in the LPN-RN program, I've found the **Background Knowledge Probe** incredibly informative. We have LPNs with all different levels of education and experience so finding a starting point can be difficult and can change depending on the dynamic and prior knowledge present in each class. 3. One of the primary assessments that I use for my clincal students is **Reflection**. After each clinical week, they write a reflection through journal writing that explores what they learned during the clinical week and how they felt about their performance and interactions. It also gives them a chance to process areas where they have struggled and formulate a plan to address problems or issues. I have found it surprising sometimes the areas of instruction that the students reflect as being meaningful or helpful. There have been several times lately that I have spent time reflecting on my teaching strategies based on my students emphasis in their journals. It gives them a chance to give me feedback in a non-threatening way. As a result, I have further developed teaching techniques that, if left to my own analysis, I might have put less emphasis on. --Julie Susy During this quarter, i am utilizing a variety of assessment techniques. My class is 3 hours and I am enjoying having a variety of techniques to avoid lecture only. Here 3 assessment techniques that I have utilized. 1. To encourage the use of the textbook as a study guide and resource, I assigned an empty outline the 1st week. The students outlined the 2nd chapter, emphasing the key points and terms in the chapter. Each chapter in the text has terms in the margins that they are encouraged to pay attention to. This task provided them with a study skill and helped to outline my expectations for the quarter. There is quite of bit of information in the reading and I wanted them to focus on what was important and helped them to not be overwhelmed by the material, as they come to this course with a variety of knowledge bases. 2. I regularly use a background knowledge probe to begin my classes. This allows me to determine what the class already knows about a topic and where the gaps in knowledge are. For example, at the beginning of my lecture on carbohydrates, I asked what did they already know about carbohydrates, including what they may have heard in the popular media. I have them write down their thoughts and then share them with the class. This is similar to a think/pare/share, without the pare. I want to honor where my students are coming from and teach to where they are at. 3. The first quiz for the quarter was composed of student generated questions. I had students write 2 questions for 5 chapters. While most students completed the assignments with no concerns, I did have a few who had difficulty completing the work. The questions generated were compiled and summarized into 50 quiz questions. I left the questions as written by students. Some were fill in the blank, some true/false and some multiple choice. The difficulty level varied from simple to more difficult than I would have written. I added 2 bonus short answer questions myself. Most of the class did quite well. The students graded each others while reviewing as a class. The questions they generated were varied and indicated to me that they had a good understanding of the chapters presented and what the important key points were. The few points that were not emphasized by students, I took the time to review with the whole class.