Classroom assessment techniques

In the last two years, I have done several things to get feedback about the classroom experience in addition to that provided by students on the Teaching Evaluations.  Dr. Cash and I decided in January 1999 to administer an instrument that we both took at a workshop, to estimate the learning style preferences of our students.  This particular instrument is called the VARK Inventory, which stands for visual, auditory, read/write, and kinesthetic modalities for teaching/learning.  The person taking the test reads several every-day scenarios and answers how he or she would respond in that situation.  The score indicates whether the individual has a preference for one of the modalities, or if she or he is “multi-modal”.  I learned that I have a more visual approach to learning, which no doubt influences the fact that I try to present information visually whenever possible.  I was surprised to learn that not many of the students were as visually oriented as am I (most were multi-modal).  This information has already influenced my approach to presentation of material in this course; I now examine each slide in a new light, and make sure there is a balance of visual and written material. 

Using “One Minute Papers” (a simple Classroom Assessment Technique, or CAT, that can easily be used in the last 3 – 4 minutes of class) for the past two years for instant feedback on selected presentations has also helped me better focus my presentation on the material directly relevant for that day.  I had the students answer three questions: What was the most important thing they learned that day (or what was most clearly presented), what was presented the least clearly, and what are some suggestions for improvement.  I did this 2–3 times during the semester.  The purpose of these assessments is to provide ongoing, formative assessment of student comprehension.  I intend to continue using this and possibly other CAT’s to monitor student learning during my presentations.  My approach to presentation of the material will probably evolve further in response to the information I gain from them.  Summaries of the results of the One-Minute Papers from 1999 and 2000 are included in the Appendices.

Finally, participation in the Peer Consultation on Teaching project with Dr. Cash in 1999, and with Dr. Earl Gaughan in 2000, has been of great benefit to me personally in my knowledge as an instructor, and I think also to the students, as I reflect on my teaching strengths and weaknesses.  The Peer Consultation on Teaching project was in fact the impetus for me to put together this course portfolio; this process has been a good synthesis for me of my thoughts on my teaching, which previously were scattered throughout several documents for the Peer Consultation project.