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Blended by Design: Classroom Assessment Techniques & Rubrics


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Blended by Design: Classroom Assessment Techniques & Rubrics

  1. 1. VERONICA DIAZ, PHD MARICOPA CENTER FOR LEARNING AND INSTRUCTION JENNIFER STRICKLAND, PHD PARADISE VALLEY COMMUNITY COLLEGE Classroom Assessment Techniques sponsored by the maricopa center for learning and instruction
  2. 2. What is Web 2.0
  3. 3. CATs: What are they? <ul><li>A method used to gather information on how well students are learning key concepts </li></ul><ul><li>A method to provide immediate feedback to students regarding their performance </li></ul><ul><li>Thomas A. Angelo and K. Patricia Cross, Classroom Assessment Techniques, A Handbook for College Teachers, 2nd Ed. </li></ul>
  4. 4. CAT Characteristics <ul><li>Learner-centered </li></ul><ul><li>Teacher-prompted </li></ul><ul><li>Mutually beneficial </li></ul><ul><li>Formative </li></ul><ul><li>Fast to administer </li></ul><ul><li>Fast to interpret </li></ul><ul><li>Non threatening </li></ul><ul><li>Ongoing </li></ul>
  5. 5. Basic CAT Steps <ul><li>Choose a learning goal to assess </li></ul><ul><li>Choose an assessment technique </li></ul><ul><li>Apply the technique </li></ul><ul><li>Analyze the data and share the results with students </li></ul><ul><li>Respond to the data, i.e., make modifications as necessary </li></ul>
  6. 6. 5 Suggestions for CATs <ul><li>Customize CATs to address your specific needs and learning environment (f2f/online) </li></ul><ul><li>Should be consistent with your instructional philosophy </li></ul><ul><li>Test out a CAT and assess their effectiveness </li></ul><ul><li>Allow extra time to carry out and respond to the assessment </li></ul><ul><li>Let students know what you learn from their feedback and how you and they can use that information to improve learning </li></ul>
  7. 7. CAT Examples <ul><li>Minute paper </li></ul><ul><li>Chain notes </li></ul><ul><li>Memory matrix </li></ul><ul><li>Directed paraphrasing </li></ul><ul><li>One-sentence summary </li></ul><ul><li>Exam evaluations </li></ul><ul><li>Application cards </li></ul><ul><li>Student-generated test questions </li></ul><ul><li>Can be easily modified or converted to an online environment </li></ul>
  8. 8. Exercise <ul><li>Review the CATs and pick one </li></ul><ul><li>Identify the goal for your CAT </li></ul><ul><li>Develop or adapt an existing CAT for your blended course </li></ul><ul><li>Explain why this CAT is helpful/necessary in this particular area of the course </li></ul><ul><li>Explain why/where you would use this CAT in a f2f or online environment </li></ul><ul><li>How and when will students receive feedback on the CAT </li></ul>
  9. 9. Assessment Resources <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
  10. 10. Take a Break
  11. 11. Rubrics
  12. 12. Rubrics <ul><li>Specifically state the criteria for evaluating student work </li></ul><ul><li>Are more specific, detailed, and disaggregated than a grade and can help students to succeed before a final grade </li></ul><ul><li>Can be created from </li></ul><ul><ul><li>Language in assignments </li></ul></ul><ul><ul><li>Comments on students’ papers, or </li></ul></ul><ul><ul><li>Handouts intended to help students complete an assignment </li></ul></ul>
  13. 13. Development Steps <ul><li>Identify what you are assessing (e.g., critical thinking) </li></ul><ul><li>Identify the characteristics/behavior of what you are assessing (e.g., presenting, problem-solving) </li></ul><ul><li>Decide what kind of scales you will use to score the rubric (e.g. checklists, numerical, qualitative, or numerical-qualitative) </li></ul><ul><li>Describe the best work you could expect using these characteristics: top category </li></ul><ul><li>Describe the worst acceptable product using these characteristics: lowest category </li></ul>
  14. 14. More Steps <ul><li>Develop descriptions of intermediate-level products and assign them to intermediate categories: </li></ul><ul><ul><li>1-5: unacceptable, marginal, acceptable, good, outstanding </li></ul></ul><ul><ul><li>1-5: novice, competent, exemplary </li></ul></ul><ul><ul><li>Other meaningful set </li></ul></ul><ul><li>Test it out with colleagues or students by applying it to some products or behaviors and revise as needed to eliminate ambiguities </li></ul>
  15. 15. Rubric Tips <ul><li>Develop the rubric with your students </li></ul><ul><li>Use same rubric that was used to grade </li></ul><ul><li>Use examples to share with students, so they can begin to understand what excellent, good, and poor work looks like </li></ul><ul><li>Have students grade sample products using a rubric to help them understand how they are applied </li></ul><ul><li>In a peer-review process, have students apply the rubric to eachother’s work before submitting it for official grading </li></ul>
  16. 16. Benefits <ul><li>Allows assessment to be more objective and consistent </li></ul><ul><li>Focuses instruction to clarify criteria in specific terms </li></ul><ul><li>Clearly shows the student how their work will be evaluated and what is expected </li></ul><ul><li>Promotes student awareness of about the criteria to use in assessing peer evaluation </li></ul>Source: California State University
  17. 17. Rubric Resources <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Rubric Template: </li></ul>
  18. 18. Activity <ul><li>Take 15-20 minutes to develop a rubric for a portion of your module </li></ul><ul><li>Share your rubrics </li></ul>
  19. 19. Blended Learning Myths and Truths Adapted from Thomas F. Kelly, Ph.D.
  20. 20. True <ul><li>Initially, the time demands of the faculty member increase because instructional materials must be developed for both distributed and face-to-face instruction </li></ul><ul><li>(Graham et al., 2005) </li></ul><ul><li>Faculty time commitment is greater for blended learning preparation, delivery, and revision. </li></ul>
  21. 21. False <ul><li>Researchers at the University of Central Florida have observed, during six years of analysis, that students enrolled in blended courses consistently obtain grades of A, B, or C at a rate of up to 6% higher than that of students in comparable face-to-face or fully online courses </li></ul><ul><li>(Dziuban et al. 2001) </li></ul><ul><li>Blended course delivery of instruction is not as effective as teaching students face-to-face. </li></ul>
  22. 22. False <ul><li>In a blended format, students are highly engaged in the course progress, both with their classmates and with their instructor </li></ul><ul><li>(Gould, 2003) </li></ul><ul><li>Blended teaching lacks a cohesive sense of community. </li></ul>
  23. 23. True <ul><li>The research shows that although most classes in any discipline can be taught using a blended learning format, there are a few classes that would be more conducive to traditional face-to-face lecture, such as an introduction to drawing course. </li></ul><ul><li>Blended teaching is not appropriate for all courses. </li></ul>
  24. 24. True <ul><li>Blended course development requires careful scheduling of assignments, and the creation of effective distance learning components demands a “focused preparation” of course material. Therefore, instructors come to reevaluate how their course materials and instructional strategies achieve course competencies and objectives </li></ul><ul><li>(Gould, 2003) </li></ul><ul><li>Content is better in the blended course. </li></ul>
  25. 25. False <ul><li>Qualitative assessments of better student learning are supported by quantitative data from the University of Central Florida (UCF). UCF reports that students in blended courses achieve slightly better grades than students in traditional face-to-face courses or in totally online courses. </li></ul><ul><li>Cheating in a blended course is a common threat to the quality of blended courses. </li></ul>
  26. 26. False <ul><li>In a blended format, students are highly engaged in the course progress, both with their classmates and with their instructor </li></ul><ul><li>(Gould, 2003) </li></ul><ul><li>Teacher-student interaction is difficult when using blended learning technology to deliver instruction. </li></ul>
  27. 27. False <ul><li>“… often accomplished through an off-the-shelf Course Management System, such as Blackboard, but it can also be accomplished via something as simple as email, or as information-rich as streaming video” </li></ul><ul><li>I need special materials to teach blended courses. </li></ul>
  28. 28. True <ul><li>Support to teach blended courses motivates and gives confidence to faculty members to use technology in their classrooms, while the lack of technology resources and technology support frustrates them , especially as reliance on technology increases </li></ul><ul><li>(Morote, 2004) </li></ul><ul><li>Adequate technical support systems are a major concern to faculty delivering blended courses. </li></ul>
  29. 29. False <ul><li>Research shows that colleges and universities have sufficient computer labs open to student use. Public libraries and other places, like coffee houses, also have connectivity to the internet. </li></ul><ul><li>Students need access to a home computer to be in a blended course. </li></ul>
  30. 30. <ul><li>It is critical to commit the time necessary to redesign a traditional course into a blended course. “A busy instructor should allocate a six month lead time for developing a blended course for the first time.” </li></ul><ul><li>Approximately how much time would it take to develop an effective blended course? </li></ul>