Teaching a clinical practica in my programs nearly requires the use of CATs to assess competency in clinical skills. These evaluations are daily so that the student and I both receive feedback on the quality of instruction given, the amoung of knowledge and skill retained by the student, and the progress of solidifying competency in those skills as opposed to waiting until the end of the course to see a student is struggling in clinical skills.
ask alot of questions to the class during the discussion to make sure that you are getting through to the students.
Hi Joanna, Thanks for your post to the forum. You might want to consider using a CAT at the end of each class which will give you some immediate written feedback and follow up with the review questions at the start of the next class. Best wishes for continued success in your teaching career.
Susan Polick
One thing I will do when we start out I review, I will ask the students to explain - So tell me what we learned about _________ or What do you know about _________? I can assess by what they respond and see what I need to reiforce. The drawback is that not all students will activate. A written evaluation could be a better assessment for those that hold back in class.
For broad categories with LOTs of details like art history and costume history, this and mini-lectures can really create a great system of learning that is student directed and keeps everyone engaged.
Just encouraging questions is a tool to learn "where" the students are with regard to comprehension by the nature and level of their questions and to let the intructor know how well the subject matter is being understood and retained.
when i was walking my dog. I came up with a plan of act. I will use the walking the dog. Its not realy me walking the dog its the dog walking me. So this is allowing the students to help generate the assement of the class.
Take the feedback from what you learned from the CAT and then work with the students to fill in the gaps
Hi Tom, That's the value of CATs in a nutshell! Best wishes for continued success in your teaching career.
Susan Polick
After discussing and showing how to do something we can use CATs to get instant feedback on how well we did in our presentation as well as see what the students have learned and retained. This can be used to show the students that the class work is just as important as the lab work, and give the students more insight if needed and let them know what they have done correct and what needs inprovement.
Hi James, Thanks for your post to the forum. Instilling that "thirst for knowledge" is, I think, the ultimate goal of every dedicated teacher! Best wishes for continuing success in your teaching career.
Susan Polick
I often provide feedback to my students to allow them to see what is trending in an area of strengths and areas of weakness. Many of my students take the information and challenge themselves to learn more in that area. I tend to point out on a weekly basis that what separates them from the rest of the world is their level of passion for knowledge. In short 'to be more knowledgable, you must devour more knowledge'
I like as much feedback from the students as possible. Using CATs will give me another tool to assess what the students are learning. These informal techniques can be used at any time without alarming the students with a graded quiz or test.
Hi Michael, Reviewing the objectives at the end of class is an excellent practice.
Susan Polick
I think these would be a great way to open up the class, and start the conversation from where it left off, last class. It will also remind them of what you were discussing.
I start by writing the days objectives on the board. I tell students to write them down then complete the classroom activities and lecture. After the class is over, I review the objective and as students how they learned them to recall some of the information. It's a verbal assessment
I start by writing the days objectives on the board. I tell students to write them down then complete the classroom activities and lecture. After the class is over, I review the objective and as students how they learned them to recall some of the information. It's a verbal assessment
Hi Lindsey, Thanks for your post to the forum. I think you will find the minute paper very useful! Best wishes for continued success in your teaching career.
Susan Polick
I've been using CAT's in my courses and I did not even realize it. At the start of every course, I issue a short "quiz" to the students to assess their knowledge of material to be discussed in the class. It is only after the student finish the quiz do I inform them that the "quiz" is not a formal grade but is a measurement for me to know where every stands on prior knowledge continuum. I really like the idea of the minute paper and I plan to incorporate that into my next course.
Hi David, Thanks for your post to the forum. Having frequent formative evaluations is so essential. I am curious about the evaluations that you mention using in labs to assess participation. ??? Best wishes for continued success in your teaching career.
Susan Polick
