Classroom Assessment Techniques

Lee Haugen Center for Teaching Excellence, Iowa State University February, 1999 What are CATs? Classroom Assessment Techniques are formative evaluation methods that serve two purposes. Formative Evaluations Formative evaluations provide information that can be used to improve course content, methods of teaching, and, ultimately, student learning. How do CATs improve teaching and learning? When CATS are used frequently, they can have the following impacts: For faculty, CATs can: provide day-to-day feedback that can be applied immediately; provide useful information about what students have learned without the amount of time required for preparing tests, reading papers, etc.; allow you to address student misconceptions or lack of understanding in a timely way; help to foster good working relationships with students and encourage them to understand that teaching and learning are on-going processes that require full participation. For students, CATs can:

Pédagogie universitaire – Enseigner et Apprendre en Enseignement Supérieur Teaching in Wallenberg Hall Teaching in Wallenberg Hall The spaces in Wallenberg Hall have been uniquely designed to facilitate exploring teaching and learning in the context of current information and media technologies. Explore the classrooms and resources Tales out of School The Wallenberg Hall crew are committed to communicating our experiences and findings to anyone interested in education. A selection of clips from in-depth interviews with Wallenberg faculty are also available, arranged by topic. Reserving Teaching Spaces in Wallenberg Hall The first floor classrooms of Wallenberg Hall and the Peter Wallenberg Learning Theater provide resource-rich learning spaces with great space flexibility to enable faculty to experiment with classroom activities not possible in other classroom facilities. Events: for workshops or speaking events, see the Registrar's events site.

Cooperative Learning Original module developed by Rebecca Teed, John McDaris, and Cary Roseth Enhanced by KimMarie McGoldrick with assistance from Jim Cooper, Dan Marburger, Jennifer Rhoads, Karl Smith What is Cooperative Learning? Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success. Cooperative learning can also be contrasted with what it is not. Why Use Cooperative Learning? Extensive research has compared cooperative learning with traditional classroom instruction using the same teachers, curriculum, and assessments. How to Use Cooperative Learning Cooperative learning exercises can be as simple as a five minute in class exercise or as complex as a project which crosses class periods. Cooperative learning can be used across a wide range of classroom settings ranging from small to large lecture, as well as in online classes. Learn more about how to use cooperative learning Resources

Adopters - Minnesota Robin Wright is the contact for biology. The University's classroom planner is Jeremy Todd. Direct any questions about instructional technology to the IT Coordinator John Knowles. A. P. C. C. D. There is also a nice article here about a School and Society course: A. Click here for more info. Delete this content [Debug] Loading… The University has completed up a new building with ten SCALE-UP classrooms in it. Live Webcam of Construction How many Active Learning Classrooms (ALCs) do we have? 10 in STSS, ranging in capacity from 72-126 and are able to divide into two smaller classrooms each, based on semester-to-semester demand. Active Learning Classrooms feature large round tables that seat nine students each, switchable laptop based technology, multiple fixed flat-panel display projection systems, a centered teaching station which allows the instructor to select and display table-specific information, and a 360-degree marker board around the perimeter of the classroom. Remove Attachment.

How to implement studio teaching? Philosophy Studio teaching is not just another kind of classroom activity. It is not a lab session, nor is it just a series of class projects. It is an approach to teaching and learning that gets students actively engaged in directing their own learning. The goal of studio teaching is to get students to be active learners -- to let them "invent" their own knowledge. Instructors serve as guides or mentors, helping when needed and avoiding whenever possible taking the lead role. Strategy A key to studio teaching is to develop a collection of exercises/projects that will provide the focus for learning throughout the semester. In studio classrooms, just as in all classrooms that emphasize active learning, the amount of material delivered by lecture is less than in a traditional lecture class. As much as possible, the goal is to distribute assignments and then stand aside while students do their learning. Group activities lead to individual learning/development

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