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Using Classroom Assessment Techniques to Enhance Active Learning

Using Classroom Assessment Techniques to Enhance Active Learning. Marsha Huber, Ph.D., CPA Youngstown State University Brown Bag Sept. 19, 2013. Who am I?. Marsha Huber Associate Professor of Accounting Teaching - 26 years Discovered CATs in 2006. How I got involved.

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Using Classroom Assessment Techniques to Enhance Active Learning

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  1. Using Classroom Assessment Techniques to Enhance Active Learning Marsha Huber, Ph.D., CPA Youngstown State University Brown Bag Sept. 19, 2013

  2. Who am I? Marsha Huber Associate Professor of Accounting Teaching - 26 years Discovered CATs in 2006

  3. How I got involved • Attended 2-day accreditation assessment seminar in 2005 • An interterm campus seminar on “significant learning” with Dee Fink in December, 2005 • Center for Teaching and Learning sponsored a seminar at Otterbein University on “CATs and student learning – is it working?” in 2006. • Dissatisfied with what I was seeing and experiencing as a professor in the classroom.

  4. The Journey Take you on a journey that will help you use CATs to improve student learning: • Introduce you to Classroom Assessment Techniques (CATs) • Find out what you’ve been using • Help you design CATs to gain understanding of your students’ thinking and learning (or lack thereof). • Learn how to “close the loop” by providing timely feedback to students. • Provide you with examples of practical CATs that can be used to revise courses as well as creating a new CAT with a feedback loop.

  5. Angelo & Cross

  6. What is a CAT? Classroom Assessment Technique

  7. What is a CAT? Coined as CATs by Angelo & Cross in 1993 “An ongoing process aimed at understanding and improving student learning”

  8. Classroom Assessment Techniques (CATs) CATs are “feedback devices,” instruments that faculty can use to find out how much, how well, and even how students are learning what they are trying to teach. (Angelo & Cross, p. 25)

  9. How: Be SMART Systematic – ongoing throughout the term Measureable – assessing a learning goal Appropriate – congruent to that learning goal Relevant – meaningful to the instructor and student Timely – implemented at right times w/ feedback

  10. Pointer #1: Shift in Emphasis • The shift in education is from a “teaching” paradigm to a “learning” paradigm. • We are to assess student learning – document it, explain problems, and improve performance.

  11. Pointer #2: Shift in Responsibility • Active learning – responsibility for learning is shifted to the learners. • Learners need to be engaged in their learning which involves motivation and attitudes.

  12. Pointer #3: Shift in Activities • Students - from observing and listening to doing and saying. • Faculty - requires planning & involvement. • Means students receive complete, timely, and appropriate feedback.

  13. What are some CATS you have used?

  14. Types of CATs • Tell me about me • Tell me about you Teacher-centered Student-centered

  15. Relational CATs • Open doors of communication • Help me become a better teacher • Help students become the authors of their learning

  16. The CAT Feedback Loop Faculty Responsibility: Improving Teaching Student Responsibility: Improving Learning The CAT Feedback Loop Shared Responsibility

  17. When? SMART • Systematic – throughout the term • Beginning • During • At the End

  18. First Day of Class - CAT #1 • Assessing Prior Knowledge CAT #1 – helps you understand your student population • What year are they? • Who are their majors? • What prior classes did they have? • What do they know about accounting so far? • How are they feeling about the class?

  19. CAT #1: Assessing Student Prior Knowledge

  20. Results for CAT #1 For an introductory accounting class: • Accounting in high school – few had it in high (change from classes 10 years ago) • Prior college class –10% are retaking it • Work in an accounting-relatedfield – a few • Prior knowledge of certain accounting topics – most have very little, but there are always a few that have a pretty good knowledge • Motivation level – moderate to high • Feelings that first day – anxiety, fear, want to get a good grade, excited • Used later as a pre-test, post-test

  21. Your first CAT Group Activity 1: develop a new “prior knowledge” CAT for the first day of class Key: • Must be easy and fast • Set the tone • Fast feedback

  22. CAT (beginning of term) • Timekeeper (#2) • Setting expectations • Communicating correlations

  23. CAT #2: Timekeeper Midterm thoughts: How well do you think you used your time during the first half of the term? What things will you change for the second half of the term? Final thoughts: Were you able to make the changes you wanted to during the term? How might you improve your time management for future accounting classes? What suggestions would you make to future students about time management in future terms?

  24. CAT (During the term) • Daily/Weekly CAT • Muddiest/clearest point paper • Clickers – immediate feedback • Walking around the classroom • Friend CAT (#3) • Write evaluation of student explanation of financial statements

  25. CAT (During the term) • Team CAT (#4) • Formative review of preparation, problems, and participation • Student Assessment of “best models” • Let them assess themselves

  26. Midterm and End of Term • Mid-term Intervention • The Director of our Center for Teaching and Learning holds a focus group discussion with my students • Reflection Paper at midterm and end • Reflection Papers (#5) • Ranking learning experiences • Are they getting it? • Are they making the connections?

  27. CAT (At the end)

  28. Which learning experience helped you IMPROVE the following personal competencies the most?

  29. Value Added CAT (#6)

  30. Value Added CAT

  31. Group Activity #2 What CAT can you add to your classes?

  32. Don’t be a Scaredy CAT Asking what you always wanted to know, but were afraid to hear!

  33. The “Ask” CAT

  34. The “Ask CAT” • Why did you fail the exam? • Responses:

  35. The “Ask” CAT • What surprised you about the on-line quizzes? • Responses:

  36. The “Ask” CAT • Did you feel your grade reflected your work? • Responses:

  37. Group Activity #3 • Create a new “Ask” CAT – discuss what questions you would like answers for:

  38. Reflection • What concepts or ideas will you remember the most after you leave this session? • Reflect upon the most interesting thing you learned today. • What will you be changing as a result of this workshop?

  39. Concluding Remarks • For best results, assessment is an integral part of learning. • The purpose is to minimize disconnects and frustration as we improve student learning. • My experience is that it works! Assessment brings new life to each class.

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