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Techniques for Assessing Course-Related Knowledge and Skills Assessing Prior Knowledge, Recall, and Understanding Background Knowledge Probe - Short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic.
Used to help teachers determine the most effective starting point for a given lesson and the most appropriate level at which to begin new instruction. Empty Outlines - The instructor provides students with an empty or partially completed outline of an in-class presentation or homework assignment and gives them a limited amount of time to fill in the blank spaces.
Used to help faculty find out how well students have "caught" the important points of a lecture, reading, or audiovisual presentation. Memory Matrix - A simple two-dimensional diagram, a rectangle divided into rows and columns used to organize information and illustrate relationships.
Minute Paper - Instructor asks students to respond in two or three minutes to either of the following questions: Muddiest Point - Technique consists of asking students to jot down a quick response to one question: Used to provide information on what students find least clear or most confusing about a particular lesson or topic.
Assessing Skill in Analysis and Critical Thinking Categorizing Grid - Students sort information into appropriate conceptual categories. This provides faculty with feedback to determine quickly whether, how, and how well students understand "what goes with what.
This provides data on their analytic reading and thinking skills. Pro and Con Grid - Students list pros and cons of an issue. Content, Form, and Function Outlines - Students analyze the "what" content"how" formand "why" function of a particular message.
Analytic Memos - Students write a one- or two-page analysis of a specific problem or issue. Word Journal - Students first summarize a short text in a single word, and second, the student writes a paragraph or two explaining why he chose that particular word to summarize the text.
Approximate Analogies - Students complete the second half of an analogy for which the instructor has supplied the first half. This allows teachers to find out whether their students understand the relationship between the two concepts or terms given as the first part of the analogy.
Concept Maps - Drawings or diagrams showing the mental connections that students make between a major concept the instructor focuses on and other concepts they have learned.
Invented Dialogues - Students synthesize their knowledge of issues, personalities, and historical periods into the form of a carefully structured, illustrative conversation. Assessing Skill in Problem Solving Problem Recognition Tasks - Students are provided with a few examples of common problem types and are asked to recognize and identify the particular type of problem each example represents.
Faculty are able to assess how well students can recognize various problem types, the first step in matching problem type to solution method.
Documented Problem Solutions - Prompts students to keep track of the steps they take in solving a problem. This assesses how students solve problems and how well students understand and can describe their problem-solving methods. Audio- and Videotaped Protocols - Students are recorded talking and working through the process of solving a problem.
Faculty assess in detail how and how well students solve problems. Assessing Skill in Application and Performance Directed Paraphrasing - Students paraphrase part of a lesson for a specific audience and purpose, using their own words. Applications Cards - Students write down at least one possible, real-world application for an important principle, generalization, theory, or procedure that they just learned.
This lets faculty know how well students understand the possible applications of what students have learned. Student-Generated Test Questions - Students are asked to develop test questions from material they have been taught. Teachers see what their students consider the most important or memorable content, what they understand as fair and useful test questions, and how well they can answer the questions they have posed.
Human Tableau or Class Modeling - Groups of students create "living" scenes or model processes to show what they know. Students demonstrate their ability to apply what they know by performing it. Paper or Project Prospectus - A prospectus is a brief, structured first-draft plan for a term paper or term project.
The Paper Prospectus prompts students to thin through elements of the assignment, such as the topic, purpose, intended audience, major questions to be answered, basic organization, and time and resources required.
The Project Prospectus focuses on tasks to be accomplished, skills to be improved, and products to be developed. Faculty discover student opinions about course-related issues. The second entry explains the personal significance of the passage selected and responds to that passage.
Detailed feedback is provided on how students read, analyze, and respond to assigned texts. Profiles of Admirable Individuals - Students are required to write a brief, focused profile of an individual - in a field related to the course - whose values, skills, or actions they greatly admire.
This technique helps faculty understand the images and values students associate with the best practice and practitioners in the discipline under study. Everyday Ethical Dilemmas - Students are presented with an abbreviated case study that poses an ethical problem related to the discipline or profession they are studying and must respond briefly and anonymously to these cases.
Students identify, clarify, and connect their values by responding to course-related issues and problems that they are likely to encounter.
Goal Ranking and Matching - Students list a few learning goals they hope to achieve through the course and rank the relative importance of those goals. Self-Assessment of Ways of Learning - Students describe their general approaches to learning, or their learning styles, by comparing themselves with several different profiles and choosing those that, in their opinion, most closely resemble them.
Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors Productive Study-Time Logs - Students keep a record of how much time they spend studying for a particular class, when they study, and how productively they study at various times of the day or night.Self-assessment should include tasks that address specific components of writing as well as prompts that ask for a global response to their writing.
Students should work to improve specific aspects of their writing as well as the overall content. Differentiated Instruction for Writing By: The Access Center Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process.
Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors Productive Study-Time Logs - Students keep a record of how much time they spend studying for a particular class, when they study, and how productively they study at various times of the day or night.
Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments? What if the components of a course are misaligned? If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning.
summative assignments that involved writing, speaking, or performing, we provided A Formative Assessment System for Writing Improvement.
be able to analyze meter and rhyme.” Our renewed assessment task that teachers can use to determine which students still need instruction. Thus, if the. Writing assessment refers not only to evaluating a student's final paper and assigning it a grade, but also to measuring a student's knowledge of the elements of writing we have taught him.
Assessment is a crucial part of the instructional process and of a student's growth as a .