Title: Combining Classroom Action Research and Classroom Assessment Techniques
1Combining Classroom Action Research and Classroom
Assessment Techniques
2Outline
- 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
3Personal Reflection
Empirical Research
CAR
4What 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)
5Action 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
6Hopkins (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
74 Step Process (Mills)
- Identify an area of focus
- Collect data
- Analyze and interpret data
- Develop an action plan
87 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
9What questions will we ask?
10CATs
- Classroom Assessment Techniques
111Background 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
12The primary purpose of assessment is to provide
feedback to students and teacher so that learning
can be facilitated
13Half-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
14Your Question
- What are the characteristics of good classroom
assessment?
15Characteristics of Classroom Assessment
- Learner centered
- Teacher directed
- Mutually beneficial
- Formative
- Context specific
- Ongoing
- Rooted in good teaching practice
16One-sentence summary
- Who does what to whom, when, where, how, and why?
- In a grammatical 1 sentence summary
17Analytic 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
18Student Generated Test Questions(Discipline
Specific Knowledge and Skills)
- What do students think is most important
- Evaluate methods and materials
- Learn terms and facts
19Invented Dialogues(Liberal Arts and Academic
Values)
- Helps students synthesize their knowledge of
issues - 2 levels
- Use actual quotes
- Invent reasonable quotes
20Group-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
21Punctuated 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
22Direct paraphrasing
- Helps with ones ability to translate highly
specialized information into language clients
will understand
23Application Cards
- On an index card list 1 real-world application
for what we have learned
24Muddiest point 3(for Basic Academic Skills)
- Give students several minutes at the end of class
to write about the muddiest point of the day
25Resources
- 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