I teach Beverage studies at our school. One of the ways I could incorporate CAT into my class would be to do a practical "pop quiz" evaluation of a wine each week to gauge student learning and advancement. John Eliassen
As you describe Chan, the "soft skills" are also important for our students to learn.
I personally think that the results should be shared with the class at all times. It is important for students to review how well the did.
I tell student it very important we all get along. Many time you work with someone they don't like. It ok. Be professional. Just do your job. Be on time. Do your job well. Try talk to them. If they no want to talk with you that ok. Just be professional.
I am going to try some of the techniques during my upcoming quarter. I will report on how it works. I am interested in seeing the outcome myself.
Yes, I agree with your statement. Students feel less pressured if they do not have to write their names. I usually share their responses in a general setting and use the assesments to mold the class contents accordingly.
I especially like the techniques that allow the students to reflect, write and share. This process allows the students to gather their thoughts, articulate it, and then allows them to teach one another through sharing. It is often said, if you know it, you can teach it. This is especially true in small groups.
CAT are used daily on a practical level where we get to gauge and dicepher student knoeledge and competencies
I have a wide age range in the classes I teach as well, and I really enjoy the challenge. I agree it is fascinating. I have found that some of the older students with more responsibilities in their lives want to be able to immediately see the value in CATS that I use, so I choose them carefully and explain the purpose for giving them. Crystal Berntson
I have found that students are more likely to participate in an anonymous assessment without a grade. The responses range from serious to comical. I can use these assesments as an ice breaker to promote participation and learn more about the different personalites of the students. This helps to tailor my lectures to the class.
I give feedback to my students when I return their homework, and they get their grades and solutions right after they sumbit their homework online.
Hi Tony - You demonstrate a very analytical approach to assessment which is excellent. It makes no sense to keep administering the same tests without carefully and critically looking at the trends.
I have developed an analyssis of my classes tests. What I have done is compiled data of all of my test questions that the students miss and after the test I show the students what questions the majority of the class missed and we have an open discussion about those topics. Also I use this information for the next time I teach the class and modify my teaching accordingly.
I think group projects are a great way to assess my students. It makes them problem solve and gain skills in dealing with others ideas.
As I instruct in a kitchen classroom, I have very ample opportunities to incorporate CATs into my teaching. For example, while a student is in the process of working a recipe I can ask them to estimate the cost, or the waste, or alternative methods to apply with the existing ingredients for a different result or yield. Then, given their finished dish or cast analysis, I am able to provide immediate feedback as well as to gain an assessment of the student's progress with methods and theory apart from the summative evaluation.
I agree, if we communicate the individualistic advantages the CATs offer, students would feel better about participating. I as a teacher need to explain that they are aiding me in designing their individual course.
Hi Tony - what you are doing with your students is terrific! You are giving them so many opportunities to practice and really perfect their selling skills before they are thrown into the sales arena.
Susan,
I am teaching Professioal Selling this semester and I use a modified Background Knowledge Probe technique as well as the Punctuated Lecture technique. For the Background Knowledge Probe, each week ,individually, the students have to give a one minute sales presentation using what I have taught them the previous week and since the beginning of the semester. This lets me know what areas there may be weaknesses I have to go over. I also have three differnt groups assigned who have to put on final sales presentations at the end of the semester. I will stop my lecture and give a sales presentation problem involving what I have been teaching for that class. They have to solve the problem and come up with a solution. They really enjoy this because they cannot believe what it takes and how may things can go wrong in putting on a major sales presentation, from the preparation to the conclusion, especially in front of a large audience with a lot of computer technology being used.
Hi Cynthia - you have described the perfect way to implement CATs - well done!
Hi Wook - I saw an interesting exercise in a training session once. The class was divided up into teams and some of the teams were given a set of directions and some were not. Some were given a picture of a finished product and some were not. Some were given the directions AND the picture. Then all the teams were asked to put together a kit they had been given. The results were interesting! ( of course the teams that had the most information did the best job on the finished product.) The lesson for students? - make sure to read all directions available BEFORE plunging into your project!
