Name: Mary B. Martin
Type of Session: Lecture/Presentation Preferred track: Best Practices Abstract: "Learning Research" techniques, developed to provide immediate classroom feedback, are usually ungraded. The most general collection of these assessment tools, written by Angelo and Cross in Classroom Assessment Techniques, can be refined for more direct use with technology. An overview will be given of the techniques and value of classroom assessment, followed by a presentation of techniques specifically aimed at assessing the student learning gained from calculator/computer activities. Description: Classroom assessment techniques are ungraded, quick feedback strategies which assess the learning from completed activities in a classroom. Aimed at college and high school students, the assessment techniques allow the instructor to quickly discover which concepts still confuse the students. Additionally, they can be used to increase students' participation and to increase their understanding and retention of material. Classroom assessment techniques can yield information in a quick, usable fashion for instructors trying to decide whether or not the students "got it". They can also be used to develop students' learning strategies as well as help them to self-assess their understanding and their study practices. To be most successful, these strategies are non-graded, performed once or twice a week, and the students are always given a report of the results. Unless otherwise desired, the techniques take at most 5 minutes; in return, they can yield a net gain in class time by focusing subsequent discussion and improving student retention of knowledge. The presentation will begin with a brief overview of the classroom assessment techniques as designed by Angelo and Cross in their Learning Assessment research. An emphasis will be given to those techniques which are versatile and therefore adaptable to most disciplines and most learning experiences. These techniques would be especially useful for assessing multi-media presentations and other technology-based forms of course delivery. This will be followed by a more extensive collection of assessment tools, developed by the presenter, which directly assess learning acquired by students through their use of technology. While the context will be on assessing activities involving the use of scientific calculators and graphing calculators, the techniques presented can be adapted to a variety of laboratory and computer experiences. The techniques presented will help instructors and students synthesize their experiential learning and enhance the students' understanding of the theoretical results of their learning. The second portion of the presentation will be of the most value to those persons using laboratory experiences and/or case studies in their classrooms. Length: One hour Audience: Faculty Audience Level: All On-site equipment requirements: Elmo (overhead projection both for opaque and transparent items) Projection of Power Point presentation
Contact Information: Mary B. Martin Department of Mathematical Sciences Middle Tennessee State University MTSU Box 34 Murfreesboro, TN 37132 615-904-8236 mmartin@mtsu.edu
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