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Seminar IX PowerPoint Presentation

Seminar IX

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Seminar IX

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  1. Seminar IX Teaching Assessment Al Estes

  2. Types of Assessment • Assessment of a Program • Assessment of a Course • Assessment of Teaching • Assessment of Student Learning

  3. These and 45 other techniques are explained thoroughly in Some CAT’s We’ve Seen • Background Knowledge Probe • Muddiest Point Paper • Minute Paper • Approximate Analogy • Preconception Check

  4. Classroom Assessment Technique #5 Preconception Check Don’t put your name on the paper!

  5. Types of Assessment • Assessment of a Program • Assessment of a Course • Assessment of Teaching • Assessment of Student Learning

  6. Teaching Assessment • Student Assessments • Peer Assessments • Self-Assessment

  7. The “ExCEEd Model” • Structured organization • Based on learning objectives • Appropriate to the subject matter • Varied, to appeal to different learning styles • Engaging presentation • Clear written and verbal communication • High degree of contact with students • Physical models & demonstrations • Enthusiasm • Positive rapport with students • Frequent assessment of student learning • Classroom assessment techniques • Out-of-class homework and projects • Appropriate use of technology Teacher As Role Model

  8. Student Assessment

  9. Student Assessment

  10. Classroom Assessment Technique #5 Preconception Check Distribute the papers! Red and Green Cards

  11. Research on Student Ratings • PERCEPTION: Students lack the wisdom and experience to assess teaching effectiveness. • REALITY: Student ratings correlate highly with ratings by: • Faculty peers • Administrators • Alumni • Graduating seniors Wankat & Oreovicz Chapter 16 Felder Chem Eng Ed, 1992

  12. Research on Student Ratings • PERCEPTION:Students who give an instructor low ratings today will come to appreciate that instructor in later years. • REALITY: Student ratings are highly stable over time.

  13. Research on Student Ratings • PERCEPTION:Student ratings are just popularity contests. Easy graders get higher ratings. • REALITY: • Teachers who assign more work are rated as most effective. • Teachers who assign more difficult work are rated as most effective. • There is little or no correlation between grading practices and student ratings.

  14. Research on Student Ratings • PERCEPTION: There is no significant correlation between student ratings and student learning. • REALITY: Teachers rated as most effective by students tend to be those whose students: • Perform best on achievement tests • Score higher on common exams • Elect advanced courses in those same subjects • Choose to major in those subjects

  15. Wankat & Oreovicz Chapter 16 Research on Peer and Self-Ratings • Peer ratings show poor internal consistency. • Self-ratings correlate poorly with student ratings. • Both can be improved substantially using: • Structured procedure. • Structured assessment instrument.

  16. Teaching Assessments in ETW • Every class. • Simulate student assessments via role-playing • A “low-threat” developmental environment • Use the Teaching Assessment Worksheet

  17. Teaching Assessment Worksheet

  18. Discussion of Teaching AssessmentsFollowing Practice Classes • First Class: Mentor • Second Class: Peers • Third Class: Self Save your Teaching Assessment Worksheets

  19. Demonstration Class II • The Class: • Instructor: Norm Dennis • Course: CE300 Statics • Topic: Truss Analysis 2 • Location: ECCR 245 • Admin: • CE300 Study Notes are in your notebook. • Bring your notebook, and a calculator. • Use a Teaching Assessment Worksheet to assess Norm’s class. 7 9

  20. Seminar IX Teaching Assessment Questions?