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  EDUC 6759: ASSESSING FOR LEARNING Week 5 Introduction Resources Discussion Assignment Week in Review ☰Menu × EDUC 6759: Assessing for Learning Back to Blackboard Syllabus Course Calendar Course Overview Course Information Resource List Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Student Support Walden Links Guidelines and Policies Back to Blackboard Help Week 5: Classroom Assessment Imagine the afterward situations: You’ve aloof accomplished allocation a mid-term assay and all but two of your acceptance got catechism four absolutely wrong. You are in the average of reviewing your students’ final projects and are award that abounding of them are application a key abstraction afield or out of context. You are celebratory acceptance on the final day of a analytic acquaintance and agenda that able-bodied over bisected of them are assuming a key appointment incorrectly. Very few academy agents accept abhorred encountering these kinds of situations. It is tempting, in these cases, to accusation the students—they didn’t abstraction adamantine enough, they are lazy, they didn’t pay absorption in class, they charge accept been extemporaneous for college-level work. While one or added of these factors may accommodate some of the explanation, we charge additionally be able to attending at our own convenance and ask what we adeptness accept done bigger to advice acceptance accept a key concept, convenance a key skill, or break affianced and motivated. Classroom appraisal is a widely-used adjustment of award out what acceptance are learning, afore it’s too late. Classroom Appraisal Techniques, or CATs as they are generally called, are short, amateurish activities that are commonly completed anonymously. Their purpose is not to appraise students, but to accommodate you (and them) with acknowledgment about their learning, and to accommodate a base for adjusting teaching methods if appropriate. This week, you will apprentice how CATs can be acclimated in all types of acquirements environments, with all types of students, to advice you advance your teaching and your students’ learning. You will additionally be alien to a appropriate affectionate of CAT that relies on real-time claimed acknowledgment systems, or clickers, which can accord actual acknowledgment on students’ compassionate or adeptness to break problems. Learning Objectives Students will: Develop strategies for application Classroom Appraisal Techniques (CATs) to investigate and abode apprentice acquirements challenges Incorporate CATs into a acquirements plan Photo Credit: Hybrid Images / Cultura / Getty Images Learning Resources Note: To admission this week’s appropriate library resources, amuse bang on the articulation to the Advance Readings List, begin in the Advance Materials area of your Syllabus. Focus On: In this week's Acquirements Resources, focus on means in which adroitness can use assessment, including both academic (graded) and breezy appraisal methods to advance their teaching; the attributes of Classroom Appraisal as a blazon of informal, amateurish appraisal and its abeyant amount in the acquirements process; specific methods for designing Classroom Appraisal Techniques (CATs) and accumulation them into a acquirements plan; and the use of immediate-feedback technology such as clickers. Required Readings Course Text: Able Grading: A Tool for Acquirements and Appraisal in College Chapter 10, "Using the Allocation Process to Advance Teaching" Book Excerpt: Light, G., Cox, R., & Calkins, S. (2009). Acquirements and teaching in college education: The cogitating professional. Thousand Oaks, CA: Sage Publications. Chapter 9, "Evaluating: Teaching and Advance Evaluation"Copyright 2009 by Sage Publications, Ltd. Reprinted by permission of Sage Publications, Ltd., via the Copyright Clearance Center. Book Excerpt: Bruff, D. (2009). Teaching with classroom acknowledgment systems: Creating alive acquirements environments. San Francisco, CA: Jossey-Bass. Chapter 2, "Assessing Acceptance with Clickers"Copyright 2009 by John Wiley & Sons, Inc. - Books. Reprinted by permission of John Wiley & Sons, Inc. - Books via the Copyright Clearance Center. Article: Steadman, M., & Svinicki, M. (1998). CATs: A student's aperture to bigger learning. New Directions for Teaching and Learning, (75). San Francisco,CA: Jossey-Bass. Retrieved from the Walden Library application the Education Research Complete database: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9178823&site=ehost-live&scope=site Note: Retrieved from Walden Library databases. Document: Classroom Appraisal Planning Template (Word document) You will use this certificate for your Appointment this week. Required Media Video: Laureate Education (Producer). (2011). Clickers in the classroom [Video file]. Retrieved from https://class.waldenu.edu Note:  The almost breadth of this media allotment is 33 minutes. Dr. Luke Dawson, Senior Analytic Lecturer in Oral Surgery at the University of Liverpool's Dental School, demonstrates his access to developing students' able controlling abilities application alternate lectures and real-time feedback. Accessible amateur --Downloads--Download Video w/CCDownload AudioDownload Transcript Presentation: Classroom Appraisal Strategies This presentation presents account for accumulation accepted CATs at the beginning, middle, and end of a course.  Optional Resources Article: Briggs, C. L., & Keyek-Franssen, D. (2010). Clickers and CATs: Application abecedarian acknowledgment systems for determinative assessments in the classroom. EDUCAUSE Quarterly, 33(4). Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ClickersandCATsUsingLearnerRes/219138 Iowa State University. (2011). Classroom appraisal techniques. Retrieved from http://www.celt.iastate.edu/teaching/cat.html The Center for Teaching. (2001). Classroom appraisal techniques (CATs). Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/cats/ Discussion: Investigating a Teaching Problem with CATs, Part 1 It’s the aftermost anniversary of the appellation and it has not been an accessible one. You accept been teaching an anterior accessible speaking advance that is appropriate for all first-year acceptance in your institution. While a few of your acceptance accept done able-bodied in class, best accept apparent little or no advance in their speaking adeptness or their adeptness to advance and bear an able presentation. The final appointment in the advance is a ten-minute contiguous presentation to the class, on a affair of the student’s choice. On the big day, abounding of your acceptance don’t alike appearance up to class, and those who do are acutely not prepared. Although it’s too backward to advice these acceptance now, you attending advanced to the abutting term, and adjudge to absorb Classroom Appraisal Techniques (CATs) into your chic to advice you bigger accept what’s activity on. By Day 3 Post your antecedent thoughts about how you could use CATs abutting appellation to investigate your students’ difficulties.

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