H Anita, Thanks for your post to the forum. Students do indeed sharing their experience and this can draw shy students into the discussions. Best wishes for continued success in your teaching career.
Susan Polick
Hi Everett, Thanks for your post to the forum. Those frequent quizzes provide you with valuable feedback! Best wishes for continued success in your teaching career.
Susan Polick
I like all four types of Classroom Assessment Techniques that were mentioned in this course. Sometimes I use the background knowledge probe verbally (by asking students in class to share their background experience). I found that it pulls the class together and gets them engaged.
I give quizzes at random to evaluate students and where they are at in their course. it keeps students on their "toes" and helps them to keep sharp.
Hi Darla, Thanks for your post to the forum. CATs are indeed a timesaver because they can prevent us from going off track in our instruction through the feedback that we receive. Best wishes for continued success in your teaching career.
Susan Polick
Susan Polick
I am excited to implement this into my classroom teaching. Thanks for the insight. I can see how it will enhance the students desire and motivation to learn while in the classroom and not rely on learning the info later. Time efficiency is a must in our accelerated program.
Hi Michael, That timely and frequent feedback can really give you great direction in your instruction. Best wishes for continued success in your teaching career.
Susan Polick
Once we start a new procedure or topic I may give a short quiz or ask the students to perform a small demonstration. This will allow me to see if the students are grasping the material and give me the opportunity to provide feedback. This may include praise, further explanation, or correction of a missed step.
I too give short tests after a lecture this way it lets me know who was paying attention and who wasnt, this way the ones that didnt pay attetion know that they must study.
For me, assessments are used for a two fold purpose; first, they give me feedback on wheter or not the students are retaining the information and secondly, it serves as a self-assessment tool and provides me feedback as to whether or not I am effectively getting the point across.
I agree using CAT for student feedback will be a great idea for the classroom and give wonderfull fedback.
Hi Shannon, Thanks for your post to the forum. That regular and timely feedback is very valuable! Best wishes for continued success in your teaching career.
Susan Polick
Incorporating pop quizzes or interactive learning methods allows instructors to know where the students are in learning process and teaches the instructor how well their method are working
Hi Danny, Thanks for your post to the forum. That mix of assessments is ideal! Best wishes for continued success in your teaching career.
Susan Polick
I use a chapter quiz and several hands on lab exercises. Sometimes a student does well in lab but not on the quiz. This helps me identify the learning style best for the student.
Hi Victor, Thanks for your post to the forum. Great reasons to use regular short quizzes! Best wishes for continued success in your teaching career.
Susan Polick
Hi Kimberly, I like your idea of a CAT posted as students come into class!
Susan Polick
I find the use of CATs a good barometer to help me know while I'm on track with what I am teaching the students. I use short non graded quizzes at the beginning of class. This is helpful as each learing module is only 4 or 5 four hour classes so there is limited time and I need to know if I am helping the student meets the objective of the module.
In the practice of dentistry a very large portion of one's education is hands on learning. CAT's are a prime example of this knowledge transfer.
In the past I have found that a short (5 q's) quiz on the prior material covered accomplishes several things in addition to basic CAT.
Students arrive more timely (don't want to miss the quiz)
Reviews/reinforces prior materials
Provides assessment of readiness to move on to new material.
