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CAT survey shows progress, opportunities for growth
Results of the spring semester survey of the use of Classroom Assessment Techniques (CATs) by SCI faculty indicate that most faculty are using CATs. But the results also suggest a lack of precision in language when faculty discuss what they do in their classrooms. While this is probably natural given the relative newness of assessment to many faculty, it suggests opportunities for further growth as we move into a continuous improvement model for student learning outcomes assessment.
After two semesters of trying to get it right, we finally got what we consider an encouraging response to the questionnaire -- which was distributed to faculty mailboxes early in May and returned by semester's end at midmonth. Of 17 full-time faculty, 13 returned questionnaires. Of 25 adjunct and/or New Horizons faculty, 23 returned questionnaires. We interpret this to mean that while full-time faculty could do a better job of returning questionnaires, part-timers are getting on board with assessment to a greater degree than they had before.
However, the additional comments on the completed questionnaires also suggest a need for more faculty development regarding the language of assessment. I'll take mine as an example. I wrote, "I specifically talk about goals and objectives, [Illinois Articulation Initiative] competencies, etc., and ask input on how assignments help (or don't help) further these objectives." Now, I think I know what I meant when I wrote that. But I didn't document those conversations I had with students. And I didn't detail which comptencies (outcomes) I had in mind. So there's an opportunity for growth.
So ... future issues of Nuts & Bolts will offer more tips on the precise language of assessment, as well as matters like documentation.
A big thank-you, by the way, to Jennifer Forgas of Student Affairs Dean Kevin Broeckling's office. Jennifer not only typed up the questionnaire results. She also coded the data and formatted the tables you see below.
Pete Ellertsen, editor, Nuts & Bolts
| Classroom Assessment Techniques | Number of Instructors Using Technique |
| Pre/Post Testing- Prior knowledge inventory. |
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| Minute Paper- Students are asked at the end of each class to spend one minute to write down the most memorable or difficult topic from the day's class. |
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| Muddiest Point- Students are asked at the end of each class to write and submit the most difficult or confusing topic of the lecture. |
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| Directed Paraphrasing- Students are asked to briefly paraphrase important idea(s) from the day's class. |
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| Three Question Survey- Students are asked what they have learned, are uncertain about, and one question they would like answered. |
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| Recall, Summarize, Question, Comment, Connect- Brief exercise in which students are to describe an issue from the day's class and try to connect it to a broader understanding. |
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| Assignment Assessments- Student input is requested to evaluate assignments. |
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| Misconception/Preconception Check- Students are asked to describe any misconceptions or preconceptions that they had which were brought into question by the day's class. |
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| Other Assessment Techniques *See Comments |
|
| Total Number of Respondents |
|
*Faculty Comments (full-time)
-I use a "conceptual inventory" for
each course. The inventory is based on the syllabus & students
are scored on their mastery of concepts for the courses.
-Points they think were stressed in class. As I came to a new
topic, which was based on material they should have had previously,
I would pose some questions so I knew how much review the students
would need.
-At the end of each class I would show slides from that days lecture
and asked what students had learned. We would have class critiques
that would cover many if not all assessment questions.
-I specifically talk about goals and objectives, [Illinois Articulation
Initiative] competencies, etc., and ask input on how assignments
help (or don't help) further these objectives.
-Every class, we open class with a discussion of what may have
caused problems the last class. The classes are interactive and
I repeatedly ask if students are understanding, particularly for
more challenging concepts.
-Lab work is used to cover areas not marked. This is usually accomplished
by one-on-one discussions or work being performed.
-I have mainly used homework, quizzes, and in-class interaction
with students to assess how well they are learning and understanding.
I also ask students at the end of term for their opinions of the
class.
| Classroom Assessment Techniques | Number of Instructors Using Technique |
| Pre/Post Testing- Prior knowledge inventory. |
|
| Minute Paper- Students are asked at the end of each class to spend one minute to write down the most memorable or difficult topic from the day's class. |
|
| Muddiest Point- Students are asked at the end of each class to write and submit the most difficult or confusing topic of the lecture. |
|
| Directed Paraphrasing- Students are asked to briefly paraphrase important idea(s) from the day's class. |
|
| Three Question Survey- Students are asked what they have learned, are uncertain about, and one question they would like answered. |
|
| Recall, Summarize, Question, Comment, Connect- Brief exercise in which students are to describe an issue from the day's class and try to connect it to a broader understanding. |
|
| Assignment Assessments- Student input is requested to evaluate assignments. |
|
| Misconception/Preconception Check- Students are asked to describe any misconceptions or preconceptions that they had which were brought into question by the day's class. |
|
| Other Assessment Techniques *See Comments |
|
| Total Number of Respondents |
|
*Faculty Comments (adjunct and New Horizons)
-My students talk at length about individual
student's topics-this is a great assessment tool- it shows they
listened.
-Each student must write two brief papers to explain his/her grasp
of the material at selected points in the term. Each person must
also submit a 5-8 page research paper and complete periodic exams.
-Weekly assignments that are designed to measure the student's
comprehension of the materials covered through chapter readings
and in class lectures.
-Because our class format is informal discussion, I don't really
use the techniques described above, but I still feel like I really
know which concepts the students are struggling with.
-Learning engineering mechanics is a process at gaining the ability
to solve highly technical problems, which occur over a course
of time longer than a class period. A common assessment technique
is to learn from the students the concepts not fully realized
in class and though assigned problems in subsequent classes such
that those concepts can be reiterated and thus the learning process
moves forward.
-Problem solving on the board and use of homework problems to
improve thought process and reasoning skills.
Nuts & Bolts is an electronic newsletter published by the Assessment Committee of Springfield College in Illinois. Members are: Moses Allen, Bob Blankenberger, Alice Gutierrez, Scott McCullar, Dave Saner, Steve Stowers, Barb Tanzyus and Pete Ellertsen; Kevin Broeckling, dean of students, and Jeff Mueller, dean of the college, serve ex officio.
If you have information, comments or feedback, please contact any committee member or Nuts & Bolts editor Pete Ellertsen, in Becker L-16A on the SCI campus, 525-1420 ext. 519 or by e-mail at ellertsen@sci.edu.
