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Combining Classroom Action Research and Classroom Assessment Techniques

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1 to 2 page analysis of a specific problem. Uses analytic and writing skills ... with ones ability to translate highly specialized information into language ... – PowerPoint PPT presentation

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Title: Combining Classroom Action Research and Classroom Assessment Techniques


1
Combining Classroom Action Research and Classroom
Assessment Techniques
2
Outline
  • Define Classroom Action Research (CAR)
  • Develop some ideas for CARs
  • Define Classroom Assessment Techniques (CAT)
  • Examples
  • How can we put the CAT in the CAR

3
Personal Reflection
Empirical Research
CAR
4
What is Classroom Action Research?
  • Any systematic inquiry conducted by teacher
    researchers ... to gather information about how
    their particular schools operate, how they teach,
    and how well their students learn. (Mills, 2003)

5
Action Research
  • Helps develop the professional disposition of
    teachers
  • An opportunity to model for students how
    knowledge is created
  • Incorporates a reflective stance into a teachers
    daily routine

6
Hopkins (1986)
  • Teachers primary role is to teach
  • Method of data collection should not be too
    demanding
  • Methodology reliable enough to formulate
    hypothesis confidently
  • Teacher committed to the problem studied
  • Follow ethical procedures

7
4 Step Process (Mills)
  • Identify an area of focus
  • Collect data
  • Analyze and interpret data
  • Develop an action plan

8
7 Step Process (Mettetal)
  • Ask a Question or Identify a problem
  • Review the literature
  • Plan a research strategy
  • Gather data
  • Make sense of data
  • Make decisions about teaching strategies
  • Share findings

9
What questions will we ask?

10
CATs
  • Classroom Assessment Techniques

11
1Background Knowledge Probe
  • May require short answers or be multiple choice
  • Provides a preview of what is to come
  • Can be used pre and post
  • Helps determine baseline knowledge level
  • Memory skills, study skills habits

12
The primary purpose of assessment is to provide
feedback to students and teacher so that learning
can be facilitated
  • McKeachie (2002)

13
Half-Minute paper 2
  • Students take a minute to write down a question
    or an important point
  • Share with the student next to them
  • Then you ask for oral questions

14
Your Question
  • What are the characteristics of good classroom
    assessment?

15
Characteristics of Classroom Assessment
  • Learner centered
  • Teacher directed
  • Mutually beneficial
  • Formative
  • Context specific
  • Ongoing
  • Rooted in good teaching practice

16
One-sentence summary
  • Who does what to whom, when, where, how, and why?
  • In a grammatical 1 sentence summary

17
Analytic Memo(for Higher Order Thinking Skills)
  • 1 to 2 page analysis of a specific problem
  • Uses analytic and writing skills
  • Can be used as a first draft of a graded
    assignment
  • Time consuming

18
Student Generated Test Questions(Discipline
Specific Knowledge and Skills)
  • What do students think is most important
  • Evaluate methods and materials
  • Learn terms and facts

19
Invented Dialogues(Liberal Arts and Academic
Values)
  • Helps students synthesize their knowledge of
    issues
  • 2 levels
  • Use actual quotes
  • Invent reasonable quotes

20
Group-Work Evaluations(Work and Career
Preparation)
  • Detects group problems early
  • Helps students with management and leadership
    skills, working with others, ability to work
    productively
  • Emphasis on process

21
Punctuated Lecture(Personal Development)
  • Stop in mid-lecture
  • Have students reflect on their learning and
    listening behaviors
  • Students take a minute to write down their
    reflection anonymously
  • Follow up with a mini-lecture on metacognition

22
Direct paraphrasing
  • Helps with ones ability to translate highly
    specialized information into language clients
    will understand

23
Application Cards
  • On an index card list 1 real-world application
    for what we have learned

24
Muddiest point 3(for Basic Academic Skills)
  • Give students several minutes at the end of class
    to write about the muddiest point of the day

25
Resources
  • Cross, P., Angelo T (1993).Classroom Assessment
    Techniques A handbook for college faculty, San
    Francisco Jossey-Bass
  • McKeachie, W. (2002). McKeachies Teaching Tips
    Strategies, research, and theory for college and
    university teachers
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