Assessment and Learning: Learning Assessment of Client Essay
Assessment and Learning: Learning Assessment of Client
Meaning “formative feedback that is done simply to find out what and how well people are learning what we teach, without any intent to give a grade. ” Classroom Assessment Classroom Assessment Techniques (CATs) In-class, anonymous, short, nongraded exercises that provide feedback for both teacher and learner about the teaching/learning process Advantages of using CAT 1. Gaining insight into students/clients learning while there is still time to make changes 2. Demonstrating to learners that the teacher really cares if they are succeeding 3. Building rapport with learners 4. Spending only short amounts of time to gain valuable information 5.
Using flexibility of CATs to adapt to the needs of the individual 6. Helping learners to monitor their own learning 7. Gaining insight into your own teaching. One-Minute Paper * Most common, used in the last 2-3min of class * Ask: 1) What was the most important thing you learned today? 2) What important point remains unclear to you? * Many variations. Ex: * How did the technology improve your understanding of the topic, or how did it confuse you? Muddiest Point * First used Mosteller(1989) at Harvard University * Ask: 1) What was the muddiest point in today’s class? * There’s usually not more than 2-3
* This CAT is especially useful for introductory-level course or for new content Directed Paraphrasing * Requires learners to put into their own words something they have just learned. * Can be used in classroom, out-of class or with patient teaching * Especially important for nursing Have to translate medical information into layman’s terms Translation for a specific group (Ex: Person with a low literacy or to a six year old child) Application Cards * After having taught an essential principle, theory or body of information, Ask: “Write on an index card at least one possible application of the content.
” * Responses can be shared * Helps apply theoretical matter and see immediate relevance of material being taught. Background Knowledge Probe * Used to find out what learners already know * Ungraded pre-test * Emphasize: This is not an attempt to embarrass anyone, but a useful tool for directing the rest of your teaching. Misconception/Preconception Check * People come to a topic with incorrect preconception or misconception that could hinder learning * Best to start by what you’ve heard and then asking a few question. Afterwards, share and discuss.
Self-Confidence Surveys * Allows reader to express their possible lack of confidence in learning certain content or skill * Ask: How confident do you feel in… (answer choices can be: very confident, somewhat confident, not very confident, and not confident at all) Additional Classroom Assessment Techniques * Empty Outlines Fill in outline. Helps learners recall the main points of the class * One Sentence Summary Ask: Who does what to whom, when, where, how, and why? It assesses knowledge and ability to summarize key points * Student- Generated Test Questions.
Have learners write(at home) and answer test questions to ask the class. Gives insight into what the student thinks is important, their knowledge and what they consider fair questions. * Group Work Evaluation Questionnaire to obtain students’ reactions to group work. Helps students & teacher identify early problems in the group process and plan interventions * Assignment Assessments After assignment completion, ask learners to assess the value, and pitfalls of the assignments, and how they can be improved as learning devices. * How am I doing?
Early in course, ask learners how well you are teaching and meeting their needs. Same question can be used at the end of the course, but doing so earlier gives you time to make changes. Keep in Mind when using CAT 1. If a published Cat doesn’t appeal to you or fit with your style, don’t use it. 2. Don’t make the use of CATs a burden. Use them only when they can enhance the learning process. 3. Don’t use a CAT in class until you have tried it on yourself 4. Allow a little more time than you actually think you will need to administer a CAT. 5. Be sure to give learner feedback on the Cat results.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 10 October 2016
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