The feedback from students will need to be assessed first. Open group orientated classes will help with open student feedback. Individual orientated classes will not work for open discussion.
Hi Laurent - Welcome to ED 103. The best teachers are always looking for ways to improve. Bravo! Best wishes - Susan
Hi Jason - CATs are really good because they are not as stressful as a test but still give us some good feedback. Best wishes! Susan
In a culinary educational environment assessment within the kitchen takes place throughout the course. Students have the ability to hear about the technique, see the instructor demonstrate the technique, and receive feedback from the instructor on their execution or receive partiular tips. The instrutors receive feedback in the form of questions that students ask or in the way the student performs during final exams. If an instructor does some self-analysis when observing student performance, he or she can think about ways to improve course content delivery.
I am a very big supporter of using CAT's as a source of feedback for my teaching. I find that it helps me to refine my materials and approach. In my class I am always striaght forward about what is to be expected and what the learning outcomes should be. By stating the learning outcomes it leads to the assessment which is tied to those objectives. Feedback for the students is an invaluable tool that they need in order to assess what level they are at and to help evaluate what may or may not be accomplished in order to move on to the next level.
at the end of the term my class get a minute paper which is then discussed openly. the question is "how can i improuve the class to address all your needs'
the feedback goes both ways
Hi Ray - nice turn-about with the CAT! You are letting them assess themselves using this method. Very effective! Susan
In the event that a class has a day of production that is how you say... 'full of opportunities and challenges'- the following day I'll have the class do a CAT concerning how readiness and prior planning can sway positive or negative outcomes. After students have a night to reflect on their performance and clear their heads, the CAT is another tool that can help them 'clear the air' and start anew with their classroom experiences.
Hi Justin -I'm glad you have gotten some valuable ideas from this course! One of the most difficult obstacles is getting students to admit they don't understand something which makes our jobs tougher. Best wishes - Susan
Because the students come to us form previous classes with information needed to proceed
I often take for granted that they are Up To Speed with the subject material. I find that even though they have it they are unsure how to apply it or even if the information is 100% correct. The use of Classroom Assessment Techniques allows everyone to be open about the things that they are unsure of and creates an atmosphere where no one is afraid to share their knowledge or understanding of the knowledge recieved. I want to make sure that the students have the opportunity to express their understanding of the subject so that it can be shared with the rest of the class. When students are encouraged to share their comprehension of a subject I find that it relaxes the class and helps everyone to better understand the material. Minute Papers and Background Knowledge Probe look like the best CATs for my particular classes, i can't wait to try them.
Hi Peter - I am really impressed with your concern with getting student input on assessment- that will give you the ability to improve your assessments while at the same time making your students feel part of the process. - Bravo!! Best wishes- Susan
I try to break the class into sections and work groups. After finishing a skill set or technique I stop the class and get feedback from everyone in tha t group. At the end I get feedback from the whole class, and ask how the assessment went and what could be done to improve it...It really is a positive interaction with all the students.
I find that with opening questions and summary question, I get a good read on the classes understanding. I always try to use short pop quizes also for very important information.
Having anomonus feedback from students usually makes them more comfortable to be honest and also makes them realize that we actually want their input. When I have incorporated student input in my classes, students are proud to see that we are listening to them and that their opinion matters to us.
Hi Maureen - Welcome to ED 103! By texting you are meeting your students in an environment that they are comfortable in. (I really must learn to text.....) Best wishes - Susan
I find that emailing is useful; but the most successful thing with the individual students is the use of texting.
I tell them that they can text me at any time and that I will reply as soon as possible. The students are so comfortable with texting and therefore they don't hesitate to ask me questions.
I have used a formal CAT at times; the format being what have you learned in my course, what would you like to see changed and what did you feel was the best part of the course.
Hi Jeff- Making the product again using the input from your students is not only a great learning experience for them, it also makes them feel that have really contributed to the final product - excellent! Susan
Hi Kelley- Welcome to ED 103! Using a pre-test and having them check their answers while listening to your lecture is a really great idea. You probably to get much less "zoning out"!
Best wishes - Susan
CATs are a great way to show that students are understanding or not understanding the information being covered. I would be able to implement this type of assessment by administering a short answer quiz about what students liked and disliked about a certain product and how they could change the product to make it better in taste and appearance. The feedback would be making the product a second time using the answers given by the students.
I use "Close tests" for students to fill out just prior to my lecture. The students then check their answers during the lecture. This seems to increase their attentiveness and willingness to answer aloud, which gives the instructor continuous feedback about the students' understanding of the material.
