Using Classroom Assessment Techniques Low Threshold Assessments to Promote Student Learning

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Using Classroom Assessment Techniques (Low
Threshold Assessments) to Promote Student
Learning

• Dr. Barbara Millis
• University of Nevada, Reno
• Dr. Douglas Eder
• Southern Illinois University Edwardsville
• Dr. Ray Purdom
• University of North Carolina at Greensboro

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• How People Learn Brain, Mind, Experience,
  and School
• John D. Bransford, Ann L. Brown, and Rodney R.
  Cocking, editors
• Committee on Developments in the Science of
  Learning
• Commission on Behavioral and Social Sciences and
  Education
• National Research Council
• NATIONAL ACADEMY PRESS
• Washington, D.C. 1999
• http//www.nap.edu/html/howpeople1/notice.html

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Three Key Learning Principles

• Prior Knowledge Students construct new
  knowledge based on what they already know (or
  dont know)
• Deep Foundational Knowledge Students need a deep
  knowledge base and conceptual frameworks
• Metacognition Students must identify learning
  goals and monitor their progress toward them.

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To develop competence in an area of inquiry,
students must (a) have a deep foundation of
factual knowledge (b) understand facts and
ideas in the context of a conceptual framework
(c) organize knowledge in ways that facilitate
retrieval and application.
Learning Principle 2
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Learning is defined as stabilizing, through
repeated use, certain appropriate and desirable
synapses in the brain, p. 5

• Leamnson, R. (2000). Thinking about Teaching and
  Learning Developing Habits of Learning with
  First Year College and University Students.
  Sterling, VA Stylus Press.

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LTAs for Learning Principle 2

• Think-Pair-Share
• Structured Problem Solving
• Send A Problem

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Think-(Write)- Pair-Share
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Think-Pair-Share Applications

• Factual
• What are issues that current psychotherapists
  have with S. Freuds basic theories?
• Define osmosisphotosynthesis.
• What is the central theme of Moby Dick/A Lesson
  Before Dying?
• Reflective
• Should medial/nursing students be coached in
  patient interactions?
• Should research into human cloning be permitted?
  Why or why not?

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Numbered Heads Together/Structured
Problem-Solving

• Each student has an assigned identity within a
  team/group a number, playing card suit, color,
  etc.
• The students complete a task together.

• The group prepares to respond, making certain
  that each group member can serve as the
  spokesperson.
• Responses occur by number, suit, or color.

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Send / Pass a Problem

• Each group identifies a problem or issue to solve
  or discuss. This is written on the front of a
  folder or envelope.
• Within a given time limit, each group prepares
  responses to the problem or issue, writing them
  on a single sheet of paper.
• At the signal, the sheet is placed in the folder
  and forwarded to the second group.

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Send / Pass a Problem

• The second group--without looking
  inside--prepares its own responses to the same
  problem or issue.
• At the signal, the second sheet is added to the
  first and the folder is passed to a third group.

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Send / Pass a Problem

• The third group opens the folder, reads the
  sheets of the two previous groups and then
  identifies the two best responses. They can star
  the two best, consolidate ideas, or come up with
  their own original response.
• Reports occur as time permits.

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S-a-P Applications in Various Disciplines

• History Support the territorial claims of
• (1) ranchers (2) farmers (3) Native Americans
• Premed What would a clinician need to know for a
  diagnosis of (1) Attention-deficit disorder (2)
  AIDS (3) Alzheimers?
• Literature In Antigone, explain the chief
  character traits and motivations of (1) Antigone
  (2) Creon (3) Haemon (4) Ismene

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Questions?
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Some Advice about Deep Learning
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• The
• End!
• Happy Teaching!

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