Name: Description: What to do with the data: Time required: Minute paper During the last few minutes of the Review responses and note Prep: Low [2] class period, ask students to any useful comments. During In class: answer on a half-sheet of paper: the next class periods Low "What is the most important point emphasize the issues Analysis: you learned today?" and, "What illuminated by your students' Low point remains least clear to you?” comments. The purpose is to elicit data about students' comprehension of a particular class session. Notes Students pass around an envelope Go through the student Prep: Low on which the teacher has written responses and determine the In class: one question about the class. best criteria for categorizing Low When the envelope reaches a the data with the goal of Analysis: student he/she spends a moment detecting response patterns. Low to respond to the question and Discussing the patterns of then places the response in the responses with students can envelope. lead to better teaching and learning. Memory Students fill in cells of a Tally the numbers of Prep: Med matrix diagram for which correct and incorrect In class: instructor has provided labels. responses in each cell. Med For example, in a music course, Analyze differences both Analysis: labels might be periods (Baroque, between and among the Med Classical) by countries (Germany, cells. Look for patterns France, Britain); students enter among the incorrect composers in cells to demonstrate responses and decide what their ability to remember and might be the cause(s). classify key concepts. Directed Ask students to write a layman’s Categorize student responses Prep: Low paraphrasing "translation" of something they according to characteristics In have just learned -- geared to a you feel are important. Med specified individual or audience -- Analyze the responses both Analysis: to assess their ability to within and across categories, Med comprehend and transfer concepts. noting ways you could address student needs. One-sentence Students summarize knowledge of Evaluate the quality of each Prep: Low summary a topic by constructing a single summary quickly and In class: sentence that answers the questions holistically. Note whether Med "Who does what to whom, when, students have identified the
Name: Description: What to do with the data: Time required: Minute paper [2] During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?" and, "What point remains least clear to you?” The purpose is to elicit data about students' comprehension of a particular class session. Review responses and note any useful comments. During the next class periods emphasize the issues illuminated by your students' comments. Prep: Low In class: Low Analysis: Low Notes Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope. Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning. Prep: Low In class: Low Analysis: Low Memory matrix Students fill in cells of a diagram for which instructor has provided labels. For example, in a music course, labels might be periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts. Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause(s). Prep: Med In class: Med Analysis: Med Directed paraphrasing Ask students to write a layman’s "translation" of something they have just learned -- geared to a specified individual or audience -- to assess their ability to comprehend and transfer concepts. Categorize student responses according to characteristics you feel are important. Analyze the responses both within and across categories, noting ways you could address student needs. Prep: Low In Med Analysis: Med One-sentence summary Students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, Evaluate the quality of each summary quickly and holistically. Note whether students have identified the Prep: Low In class: Med
Chapter_15_Assessment_Basics.docx