Define and describe classroom assessment techniques (CATs). Develop a CAT that you might implement in your upcoming lesson plan. Describe how you can use it in your upcoming lesson plan to evaluate student learning.
Define and describe classroom assessment techniques (CATs). Develop a CAT that you might implement in your upcoming lesson plan. Describe how you can use it in your upcoming lesson plan to evaluate student learning.
Define and describe classroom assessment techniques (CATs). Develop a CAT that you might implement in your upcoming lesson plan. Describe how you can use it in your upcoming lesson plan to evaluate student learning.
Week 3 DQ 1
One of the major aims of teaching and learning is to impart to learners the knowledge associated with the specific content that needs to be delivered. Therefore, there is a need for an educator to use various strategies to enhance the learning process. As part of the teaching and learning process, an instructor uses evaluation to determine if the students have understood the taught content and to what extent. Among the strategies is the use of classroom assessment techniques (CATs) which is a systematic approach to formative evaluation. They are simple in-class activities created to offer the teacher and the student with valuable feedback on the process of teaching and learning (Shepard, 2019). In most case cases, such techniques may take the form of techniques used to assess course-related skills and knowledge, techniques applied in assessing learner attitude, values, and self-awareness, and the techniques used to assess how students react to instructions. Therefore, the purpose of this assignment is to describe classroom assessment techniques and develop a CAT that can be applied in the upcoming lesson plan.
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Definition and Description of Classroom Assessment Techniques
Classroom assessment techniques refer to quick evaluations of student learning that are usually implemented in class to offer information regarding the student’s learning prior to evaluating them on higher stakes graded assignments and examinations. The CATs offer the instructor an opportunity to actively take part in the student learning process by using their feedback to promptly adjust the classroom pedagogy or content delivery (Billings & Halstead, 2019). In addition, they also offer the students an opportunity to reflect on their learning.
Various classroom assessment techniques exist today, and they have been used in various learning settings. One of the strategies is the use of minute paper which entails posing one or more questions where the students are required to identify the most significant things they have learned from an assignment, discussion, or lecture. The students are then offered up to two minutes to note down their responses on an index paper or card. The feedback obtained from this strategy can be used by the instructor to adjust instruction. The muddiest point takes the same approach as minute paper, except that the students are asked to note down any confusing points or contents, which can then be addressed by the instructor. Another strategy is the use of documented problem solutions. This aspect entails choosing about three problems and asking the students to note down every step that can be used to solve the problems while explaining every step involved (Billings & Halstead, 2019). This method is best used in assessing the learner’s problem-solving when the course is commencing. Classroom opinion polls are also used in cases where the instructor believes that the students could have pre-existing opinions regarding some issues connected to the course at hand; a short questionnaire can be constructed to help reveal such opinions.
Application cards have also been widely used as part of classroom assessment techniques. In this case, the instructor identifies a principle or a concept that is being taught and asks the students to come up with applications of the principles or concepts in everyday life, contemporary issues, or systems and organization explored in the course (Jawad et al.,2021). Directed paraphrasing is another strategy that can be used. In this case, the instructor selects an argument, concept, or theory which has been handled in class to an extent and identifies a real audience whom the learners can explain what they have learned in their own words. The students can then write down the content in their own words using specific guidelines from the instructor.
A CAT to Be Implemented In the Upcoming Lesson Plan
My intended lesson plan entails hospital-acquired pressure injuries. Pressure injuries in the hospital setting result when a patient puts sustained pressure on one body point for a long time, in most cases, while lying down on the hospital bed. Therefore, it is important to teach nurses who offer care in such settings about hospital-acquired pressure injuries, their causes, ways of preventing or controlling them, and how to manage them. Therefore, as part of the upcoming lesson plan, the following CATs will be used.
- Pairing the students to discuss some of the negative impacts of hospital-acquired pressure injuries using the think-pair-share technique.
- Conducting a classroom poll to find out about the student’s opinions regarding the patient’s and practitioner’s role in the development of pressure ulcers.
- Using documented problems solutions approach and asking the students to list all the steps involved in the prevention and control of hospital-acquired pressure injuries and explain every step in detail.
Using the Lesson Plan to Evaluate Student Learning
Evaluation of student learning is one of the most important aspects of the teaching-learning process. Therefore, it is important for the instructor to use effective strategies to evaluate student learning (Billings & Halstead, 2019). The lesson plan can be used to evaluate student learning. For example, the instructor can do a formative assessment to find out if the learners have achieved the aims listed in the lesson plan. Besides, an evaluation can be accomplished by ensuring that the lesson plan builds on prior knowledge, has engaging activities, and effective instruction strategies.
Conclusion
Class assessment techniques form an integral part of the teaching and learning process. Hence they should be used to ensure that learning objectives have been achieved. Various CAT strategies have been explored in this write-up. In addition, CATs which can be used in the lesson plan regarding hospital-acquired pressure injuries, have been written down.
References
Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing e-book: A Guide for Faculty. Elsevier Health Sciences.
Jawad, L. F., Majeed, B. H., & ALRikabi, H. T. S. (2021). The impact of CATs on mathematical thinking and logical thinking among fourth-class scientific students. International Journal of Emerging Technologies in Learning (Online), 16(10), 194. https://doi.org/10.3991/ijet.v16i10.22515
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The Annals of the American Academy of Political and Social Science, 683(1), 183–200. https://doi.org/10.1177/0002716219843818
