Classroom Assessment Techniques CAT

Sharyl Eve Toscano PhD, MS, BS, RN-CPN ·
Associate Professor · School of Nursing · University of Alaska


Classroom Assessment Techniques CAT Poster

Context of the Inquiry

Pharmacology is a knowledge based course taken in preparation for application in clinical practice. Group breakouts allow for application of key concepts but often fail to require individual accountability. Traditional testing methods require that students pass a multiple choice exam without much attention focused on what is being taught in class prior to that terminal assessment.

Course Artifacts

Focus of the Inquiry

Classroom Assessment Techniques (Angelo & Cross, 1993)will guide my classroom inquiry. Each classroom assessment technique requires planning, implementation, and responding. By closing the loop prior to subsequent lectures and or activities results from the assessment will direct classroom teaching. Student will complete individual assessments through the course. Individual assessments require individual accountability for course content compared to group break out activities. Group break out activities don't provide feedback on individual students who might be struggling with a concept. Individual questions in class fail to emphasize the number of students in the class failing to grasp a particular topic.


Does individual accountability via CAT assessment placed before, during, and post synchronous learning improve students' perceptions of  learning in three categories: prior knowledge,recall, and understanding; analysis and critical thinking; and synthesis and critical thinking?

 

Course Artifacts

Course Design and Implementation

CATs aimed at assessing skill in synthesis and creative thinking Expository poem (from focused listing/as assigned)

CATs aimed at assessing skill in analysis and critical thinking Defining Features Matrix (as assigned)CATs aimed at assessing prior knowledge, recall, and understanding Muddiest Point (weekly) Focused listing (as assigned)CATs are chosen based on goal inventory. Based on the Teaching goals inventory, self -scoring worksheet higher-order thinking skills and discipline-specific knowledge and skills scored the highest. These results direct me to CATs aimed at assessing prior knowledge, recall, and understanding, assessing skill in analysis and critical thinking, and assessing skill in synthesis and creative thinking. muddiest point, defining features matrix, and focused listing with expository poem.

CATs aimed at assessing prior knowledge, recall, and understanding

 Muddiest Point (weekly)

 Focused listing (as assigned)

CATs aimed at assessing skill in analysis and critical thinking

 Defining Features Matrix (as assigned)

CATs aimed at assessing skill in synthesis and creative thinking
 Expository poem (from focused listing/as assigned)

Evaluation of CAT exercises using GIFT Group Instructional Feedback

1. What works?

2. What doesn’t?

3. What can be done to improve it?

This is done in anonymous small groups turned in to faculty a minimum of 3 times over the semester. CAT choices may alter based on GIFT results.





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Findings

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Reflections

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Faculty Contact