Faculty Development Workshop: Integrating Formative Assessment Activities into the Classroom

Integrating Formative Assessment Activities Into Classroom Teaching

Sponsored by Communication Across the Curriculum Facilitator: V. Sheri Towne

Saturday, February 28, 2015 9:00am – 3:00pm

Greater Issues Room, Mark Clark Hall

Agenda

Integrating Formative Assessment Activities Into Classroom Teaching Sponsored by Communication Across the Curriculum

Facilitator: V. Sheri Towne Saturday, February 28, 2015

9:00am – 3:00pm Greater Issues Room, Mark Clark Hall

9:00am Welcome and Introductions

9:15am Overview of Formative Assessment Techniques

9:45am The Teaching Goals Inventory

10:30am Break

10:45am Aligning Goals and Outcomes With Learning Activities

11:45am Lunch

12:30pm Adopting a CAT / Adapting a CAT

1:30pm Break

1:45pm Administration Plans and Follow-up

2:30pm Questions & Wrap-up

Workshop participants are encouraged to continue their learning after this live event through asynchronous discussion and learning activities located on the workshop’s dedicated web site.

The online sessions include continued discussion and support, including:

Administration Plan issues, questions and fine-tuning of CAT materials for the learning activity

Review and analysis of the CAT materials used and the data collected

Exploration of what did and did not work along with implications for teaching

Documenting the CAT as action research to improve The Citadel classroom experience

Sharing and Exploring the results with colleagues to improve The Citadel classroom experience.

3/2/2015

1

Powered by

CAT 1 – Background Knowledge Probe: For each term below, select the answer that BEST describes your knowledge or comfort level.Answered: 16 Skipped: 0

Individual Responses Collected 2/24/2015 through 2/27/2015

Institution ‐ Responses2‐year Community College ‐ 14‐year Public Institution – 15

Powered by

CAT 32 – Course-Related Self-Confidence: How confident do you feel about your ability to do the following? (choose the most accurate response)Answered: 14 Skipped: 0

Individual Responses Collected End of Workshop 2/28/2015

Institution ‐ Responses2‐year Community College ‐ 14‐year Public Institution – 13

3/2/2015

2

Powered by

Q12: Did the facilitator actively involve you in learning?Answered: 14 Skipped: 0

Powered by

Q4: How involved were you in the learning activities that involved selecting and adapting a CAT?Answered: 14 Skipped: 0

3/2/2015

3

Powered by

Q8: How effective were the small group sessions in contributing to your learning?Answered: 14 Skipped: 0

Facilitator’s Response

Powered by

Q19: Do you think the content was too basic? (reverse scoring)Answered: 14 Skipped: 0

Facilitator’s Response

3/2/2015

4

Powered by

Q22: If applicable, please give an example of content you believe was particularly useful.Answered: 9 Skipped: 5

Q16 Please give an example of content you believe was particularly useful.

Facilitator

Participants

Powered by

Q24: Will you put to immediate use what you learned in this workshop?Answered: 14 Skipped: 0

The Citadel Communication Across the Curriculum Integrating Formative Assessment Learning Activities into Classroom Teaching Facilitator: V. Sheri Towne Page 2 of 6

Workshop Syllabus

Description of Workshop

This program highlights an adult education method that provides real-time information

for immediate use to improve the quality of instruction and quality of learning. Using formative

assessments in the classroom, and documenting and sharing the results will create a rich database

of qualitative and quantitative data that will inform best practices research and discussions for

both the educator and the program.

Participants will develop specific teaching goals and learning outcomes for a given

learning activity (at the program, course or unit level), and utilize those goals and outcomes to

design formative assessment learning activities at the learning event level. These designed

learning activities will result in measurable, observable data that provide evidence correlating to

the attainment, transfer of learning outcomes and focus areas for improvement of educator

efficacy.

Participants will take and self-analyze the Angelo and Cross (1993) Teaching Goals

Inventory (TGI). They will also participate as learners in classroom assessment techniques

(CATs) activities (including at least one demonstrating use of a mobile phone or tablet for

participation) followed by discussion of the experience as well as the use of the real-time results.

Brief presentations introduce key concepts explored through group discussions and small group

collaborative activities. These activities are centered on developing a written artifact that details

the rationale for selection of a CAT tailored for a specific learning event, as well as a plan for

administering the CAT that includes considerations and provisions for documenting, using and

sharing the results.

Participants are encouraged to continue their learning after the live workshop event

through asynchronous discussion and activities located on the workshop’s dedicated web site.

They will continue their discussions about administering their CAT activity followed by

additional activities and discussions that help them document the experience and explore

implications for practice and future use. These activities culminate in an artifact suitable for

sharing with colleagues, administrators as well as inclusion in their teaching and learning

portfolios.


Participant Learning Outcomes

By the end of this workshop:

Participants will identify the primary teaching role, assessable goals and

assessable questions for a specific learning activity.

Participants will select and adapt a CAT for use in their teaching practice.

Participants will prepare a detailed administration plan for a CAT activity that

includes post-administration follow-up and documentation.

Participants will be prepared to conduct and document a CAT activity that

answers an assessable question and determines student progress towards an

assessable goal(s).

Participants will be prepared to analyze and use data obtained from conducting a

CAT activity to make improvements to their teaching and learning practices.

Participants will be ready to share and discuss the results and experiences of

administering a CAT activity with peers and interested others.

Participants will be prepared to continue using the formative assessment methods

presented in this workshop to inform future teaching practice and learning

activities in a variety of teaching and learning contexts.

Participant Pre-requisites for attending:

Select a course, unit or learning event that has an element you would like to improve

o Choose something you have taught before and will teach again, or

o Choose a course you intend to teach more than once

Complete a pre-workshop electronic survey at least two days prior to the

Workshop

Participants are required to bring:

A syllabus, lesson plan, lecture notes or other course materials for your selected course, unit or learning event

A laptop, tablet, smart phone or other wireless enabled device


Materials

A. Handouts/materials distributed during the workshop

A. Angelo & Cross (1993) Teaching Goals Inventory

B. CATs Index and Cross-Reference adapted from Angelo & Cross (1993)

C. Worksheets for learning and assessment activities

CAT 1 Background Knowledge Probe worksheet

Goal Selection worksheet and writing prompt

CAT 13 One-sentence Summary worksheet

Assessable Question worksheet and writing prompt

CAT 21 Documented Problem Solution worksheet

CAT Selection worksheet and writing prompt

CAT Adaptation worksheet and writing prompt

CAT Administration worksheet and writing prompt

CAT 32 Course-Related Self-Confidence Survey worksheet

Workshop Participant Evaluation Survey

B. Overview and Informational material available online

Background Concepts

Aligning Goals, Outcomes and Learning activities

Adopting and Adapting CATs

Overview of Presentation and Administration Considerations

Continuing the Workshop Online

C. References, videos and other sources used by the workshop designer.

1) Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition. San Francisco, CA: Jossey-Bass.

2) Dean, G. J. (2004). Designing instruction. In M. W. Galbraith, Adult learning methods: a guide for effective instruction (pp. 93-118). Malabar, FL: Krieger Publishing Company.

3) Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles(1), 227-247.


4) Martin, M. B. (1999). Classroom assessment techniques designed for technology. Proceedings of the Mid-South Instructional Technology Conference (p. 9). Murfreesboro, TN: Middle Tennessee State University.

5) Medallon, M. C. (2013). Faculty performance as a function of teaching goals and organizational commitment. International Journal of Scientific & Technology Research, 2(11), 66-72.

6) Meyers, C. B. (2008). Divergence in learning goal priorities between college students and their faculty: Implications for teaching and learning. College Teaching, 56(1), 53-58.

7) Schön, D. A. (1983). The reflective practitioner: How professionals think in action (Vol. 5126). New York, NY: Basic Books, Inc.

Note: Images used in PowerPoint or other presentation media are cited within the media and related handouts.


ABOUT THE FACILITATOR:

Vicki Sheri Towne (Sheri) is a continuing education provider with experience as a

seminar and motivational speaker, a writer and a paralegal services consultant. Ms. Towne is

currently pursuing a Master of Education in Education and Human Resources Studies with a

Specialization in Adult Education and Training from Colorado State University (anticipated

graduation, May 2015). She is a member of the CSU Golden Key Honor Society and has

maintained a 4.0 GPA. She is an Advanced Certified Paralegal with a litigation career spanning

more than 30 years, a former naval officer, and more recently an adjunct instructor teaching

college skills for first-time undergraduates and returning adults as well as an online tutor for

college writing and career skills.

Her professional memberships include:

• The Commission on Adult Basic Education (COABE) – where she has been selected to present a full-day preconference workshop at the 2015 national conference in Denver this April;

• The Professional and Organizational Development Network in Higher Education (POD Network);

• The American Association of Adult and Continuing Education (AAACE);

• The College Reading and Learning Association (CRLA);

• The Association for Educational Communications and Technology (AECT);

• The National Association of Legal Assistants (NALA);

• The American Bar Association (ABA); and

• The Electronic Discovery Reference Model (EDRM).

Contact Information:

V. Sheri Towne, ACP Ph: 843.870.1437; Email: [email protected]; LinkedIn: https://www.linkedin.com/in/vsheritowne; Academia.edu: https://colostate.academia.edu/VickiTowne ResearchGate.net: https://www.researchgate.net/profile/Vicki_Towne Practical Paralegal LLC: www.thepracticalparalegal.biz

Documents

Faculty Development Workshop: Integrating Formative Assessment Activities into the Classroom