Documentation:ISW/Lesson Plan/Core Lesson Components/Assessment

From UBC Wiki
Jump to: navigation, search

Overview

This assessment lesson, introduces, assessment for, assessment of and assessment as learning and focuses in on assessment for learning using Classroom Assessment Techniques. This lesson can be combined with the online CATs lesson.

Time: 45 minutes

Learning Objectives

SWBAT

  • Differentiate the assessment approaches they use in their classroom into assessment of, for and as learning correctly, noting approaches that involve multiple categories
  • Select two classroom assessment techniques for their teaching practice that aligns with their teaching approach and the learning they want to assess

Activity 1: Why do we assess learning

As bridge into the activity the facilitator leads a group discussion asking the the participants "Why do we assess learning?" In the debrief the facilitator brings out some of the following points:

  • To help learners understand their progress in the course/class/lesson
  • Provide feedback to the instructor about students progress
  • Provides data to the instructor about their teaching approaches, strategies and activities
  • Evaluate learner performance (Grading)

Activity 2: How do we currently assess student learning

This activity is useful to gather and share different assessment approaches, strategies and techniques used to assess learners. It is also a useful way to differentiate between informal and formal assessment.

  1. The facilitator begins by introducing the 1, 2, 4 all format for this activity. Participants will 1st work individually, then in pairs, then in groups of 4 and then share out.
  2. For the first part of the activity the participants work individually and think about the following question "How do you assess learners?" They individually write down as many different ways as you have consider formal and informal approaches. (1 minute)
  3. Participants then pair up share how they assess learner and compare and contrast approaches (2 minutes)
  4. Participants then are formed into groups of 4 and in their groups using the provided definitions of Assessment of, Assessment as and Assessment for learning, they categorize the approaches they currently use on a flip chart. (8min)
  5. To share out each group shares one example of assessment they use from each category.

Activity 3: Classroom Assessment Techniques

The facilitator notes that one approach to assessment for learning is the use of classroom assessment techniques and shares the following definition "Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening." Centre for Teaching, Vanderbilt University.

Participants are provided a handout with the 50 CATs by Angelo and Cross. Individually they select three cats from the Angelo and Cross list that might be applicable to your current course or workshop. They consider the following criteria when they do this;

  1. Decide what you want to assess about your students’ learning from a CAT.
  2. Choose a CAT that provides this feedback, is consistent with your teaching approach, and can be implemented easily in your class.

As a debrief each participant shares on CAT that they selected and why

Activity 4: Muddiest Point

As a final summary activity, the facilitator models a classroom assessment technique, the muddiest point.

  1. Each participant is given an index card and spends one minute writing down the muddiest point in the lesson
  2. The facilitator collects these and reviews them, perhaps mentioning the muddiest point as feedback the next day of the workshop.

Module Credits

This module has been designed by the Members of the Faculty Facilitator Team at the Centre for Teaching, Learning and Technology (CTLT) at UBC- Vancouver