Real-time Assessment: A Guide for Emergency Remote Teaching
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This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
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Real-time Assessment: A Guide for Emergency Remote Teaching
- 1. Real-time Assessment A WEBINAR ON ASSESSING CONCEPTS 5 MAY 2020 1
- 2. Let’s take a poll 2 How ready am I to teach fully online? Go to menti.com Type code 32 12 89
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- 4. The Grand Plan Time Topic/Activity 10AM Definitions, Plus points and Challenges Designing Real-time Assessment: Concept Quiz Get involved! 10:45AM- 10:55AM Questions and Answers Quick Intermission (10 minutes) 11AM Designing Real-time Assessments: One-Minute Paper Get involved! 11:45AM – 12:00 Questions and Answers Close 4
- 5. Real-time Assessment • What is it? • It is used to gather information about students’ learning progress during a single lesson. Instructors can opt to respond to the input in the same lesson, or at the beginning of the next class session. • Why is it necessary? • To analyse students’ mastery of contents and skills during the learning process. • To adjust teaching strategies to gauge students’ understanding. 5
- 6. Why Assess? • Assessments: Tools for gathering information about students, their learning process and instructional effectiveness. • Real-time assessment: Tools and strategies for gathering data about student learning during a single lesson and responding to that data during that same lesson or at the beginning of the very next class session. • Assessment response strategy: A plan created by a teacher for making decisions about the flow and structure of a lesson based on assessment data. 6
- 8. Examples of Real-time Assessments • Concept quizzes • Chain notes • One-minute papers • Learner-generated test questions • In-class discussions using chat tools • Reflection tasks using WA group chat Reflection Comprehension checks 8
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- 13. If you want to read more, please go to: Reference: • Sweller, J., van Merriënboer, J. and Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review. 13
- 14. How many of you remember Gagne-Briggs’ Nine Events of Instructions? 14
- 15. Mapping to Gagne-Briggs’ Nine Events of Instruction Gagne-Briggs’ Nine events of Instruction Real-time Assessment Gaining Attention Informing Learners of the Objectives Stimulating Recall of Prior Learning Presenting the Stimulus Providing Learning Guidance Eliciting Performance Providing Feedback Assessing Performance Enhancing retention and transfer Introduction to lesson Actual Lesson Assessment and Feedback Reflection Comprehension checks 15
- 16. Gaining Attention You are teaching an undergraduate Research Methodology course. The topic for the week is Quantitative Research Design. 16
- 17. Informing Learning Objectives • Differentiate the main designs in Quantitative Research • Experimental research • True experimental design • Quasi-experimental design • Non-experimental • Descriptive research design • Longitudinal research design • Correlational research design 17
- 18. Stimulating Prior Knowledge • They have generally learned what and why we conduct research. Ask about what they remember from the previous classes or courses. • Gain momentum Open the floor for general questions first about the topic. • Build expectation Draw inferences to what you want to teach in the class today. • Use graphics, video, song, text 18
- 19. 19 miro.com
- 20. Presenting Stimulus Providing Learning Guidance • Show the flowchart. Show a video. Show a picture. • Explain. • Pause. • Highlight key points. • Comprehension Check. • Explain differences in various scenario. • Comprehension Check. • Repeat. Instructor-led 20
- 21. Eliciting Performance Providing Feedback • Company X wants to produce three different mobile phones, with low- range, mid-range and high-range specifications. A survey with 100 respondents has been used to reveal the choices of potential customers. The company wants to review the figures to see if the three mobile phones would be equally popular. The results of the Chi-Square test are given in the following table. • Task: Describe the null hypothesis for the Chi-square test. 21
- 22. • Discuss the results and explain where there are statistically significant differences in the preference for the three types of devices. 22
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- 24. If you have a question, you can ask now. 24
- 26. WHAT is OMP? • A short writing activity in which students generate responses to prompts. • Both an assessment tool (formative & summative) and a feedback system • Student/Thinking - centered activity How long is one minute? 26
- 27. • Simple & flexible (Easy to prepare and assess with variations) • Can be used at different stages of a lecture (warm- up or wrap- up) • Keeps students engaged and focused on specific points of interest (active learning strategy) • Instant feedback for further action • across a wide range of disciplines • uses simple everyday items: pieces of paper/yellow notes or digital tools • suitable for F2F and online/blended learning (during MCO) WHY use OMP? 27
- 28. What did students say? helps “sort” knowledge of what has been covered in lecture Gives you info on how we feel about lectures. a useful way of making sure everyone understood + to check for problems You can ask whatever you like without looking ‘stupid’. Other peoples' problems are often the same as your own 28
- 29. What did other students say? difficult to say what most important thing learned actually was I had to rush to following lectures Your question might not be read out!’ Having to do it every time – even though didn’t always have any questions We had to stay longer Not necessary every lecture 29
- 30. If you want to know more, please go to: Reference: A review of the one-minute paper DAVID R. STEAD, University of York, UK Active Learning in Higher Education 6, 2 (2005) 118-131 30
- 31. Mapping to Gagne-Briggs’ Nine Events of Instruction Gagne-Briggs’ Nine events of Instruction Real-time Assessment Gaining Attention Informing Learners of the Objectives Stimulating Recall of Prior Learning Presenting the Stimulus Providing Learning Guidance Eliciting Performance Providing Feedback Assessing Performance Enhancing retention and transfer Introduction to lesson Actual Lesson Assessment and Feedback Reflection Comprehension checks 31
- 32. 01 02 0304 PROCESS OF OMP 32
- 33. SAMPLE PROMPTS/TASKS Questions: (1) What do you know/want to know about the topic today? (K-W strategy) (2) What was the most important thing you learned in class today? (3) What question is unanswered? Prompts: (1) Describe your learning style. (2) Discuss Working From Home during MCO. 33
- 34. Sample Assessment Rubrics Criteria 0 1 (Poor) 2 (Satisfactory) 3 (Good) Response to task/prompt None Incomplete or perfunctory response Adequate response Interesting response Additional information None Brief elaboration Adequate elaboration & support given Clear personal/ scientific elaboration & support 34
- 35. Samples of OMP tasks 35
- 36. Samples of OMP tasks 36
- 37. REMINDERS • Establish as a class routine. • Give clear instructions on the OMP. • Precise prompts and tasks to encourage active participation. • Avoid `Too much of a good thing'. • Variety is the spice of life. 37
- 39. How do you plan for Real-time Assessment? • Decide on your learning objectives • Knowledge-based objectives • Skill-based objectives • Summarise your lesson in a sentence. What will your students do to learn the contents? • Create an assessment narrative: • Describe in a few sentences the general reason for implementing real- time assessments in this lesson, and how you plan to use the data from the assessment in congruence with the instructional strategies you use. 39
- 40. Example Assessment tool and response plan Tool Implementation Details Describe when and how you will use this tool Response Plan What changes will you make during the instruction, based on the assessment data? Mentimeter Example: to Gain Attention Take a poll If poll indicates high positive responses, ride on the input and integrate into today’s lesson. Kahoot! Example: to Recall prior knowledge Use word cloud If word cloud shows students have not grasp key concepts, the instructor will repeat contents from previous lessons. 40
- 42. Key Takeaways 42
- 47. Cook a new recipe. 47
- 48. Thank you for attending our Webinar on Real-time Assessment DR SITI MARIAM ABDULLAH DR FITRI SURAYA MOHAMAD 5TH MAY 2020 48
Notas del editor
- Assalamualaikum and Good morning Welcome to our webinar on Real-time Assessment this morning. We are Dr Siti Mariam Abdullah and Dr Fitri Suraya Mohamad. We both teach at the Faculty of Cognitive Sciences and Human Development. Cumulatively we both have more than 50 years of teaching experience. As we move to the new normal in teaching at the university today, we are constantly looking and exploring ways to adapt our instructional approach and strategies to make learning meaningful for our students. Today we have been tasked to describe how we can conduct Real-time Assessment, specifically on the teaching of Concepts in an online class. For most of us, the teaching of Facts and Concepts represent the majority of our lessons. Students learn the main contents through our instruction, using text, graphics and multimedia. Now when we teach online, we have to reconsider some of the approaches we use to deliver instruction, particularly in providing guidance and feedback, to ensure learning happens.
- Mentimeter poll
- Real-time Assessment works as an immediate sounding board for our classes. From students’ reactions and input to the learning process, we are able to use the input to respond to their progress. Not all students understand the same thing at the same time. We can make a choice of whether to respond to the questions immediately, or to wait until a “chunk” of the lesson has been delivered.
- Cognitive Load Theory was developed by John Sweller. He published a paper on the subject in the journal Cognitive Science in 1988. "Cognitive load" relates to the amount of information that working memory can hold at one time. Sweller said that, since working memory has a limited capacity, instructional methods should avoid overloading it with additional activities that don't directly contribute to learning. Two key ideas to understand when looking at the implications of Cognitive Load Theory on teaching are: Expertise Reversal Effect – As pupils become more expert, what starts off as multiple interacting elements of knowledge begin to be organised and linked together in a relational way as ideas and these in turn into larger concepts. The effects described in the table below benefit novices; as expertise (conceptual understanding increases) the effects disappear or are even reversed. Guidance Fading Effect – Over the course of an extended programme of learning pupils’ expertise within a particular domain should increase. As it does, information and activities that are effective for novices, at the beginning of a course of study, become a distraction and place an unnecessary extraneous cognitive load on more expert learners.
- CLT makes learning more efficient by using training methods that reflect this. These methods include: Measuring expertise and adapting your instruction accordingly. Reducing the problem space by breaking problems down into parts, and by using partially completed problems and worked examples. Merging together multiple sources of visual information whenever possible. Extending the capacity of working memory by using both visual and auditory channels.
- Twenty years ago a number of principles and strategies were developed, as part of Cognitive Load Theory, aimed at reducing the extraneous cognitive load when teaching. It’s important to note that these are based on the premise that the information is new to the pupils (they are novices) and the information is complex (it has high element interactivity). Where this is less true then the theory is less applicable; the limits of working memory are unlikely to be reached.
- Miro is a real time board that comes in handy all the time. Being a tool that can help us develop our projects at the same time we discuss about them, it's really good. I would call this software a nice tool to brainstorm all the ideas that might come up to any person of the team, and then elaborate them on the board.
- Ho: Customers do not like phones with low-range, mid-range and high-range specifications.
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- When we teach online, especially when it is our first time teaching it 100% online, we need to quickly learn, unlearn and relearn. Time is of essence. The world is your oyster. There are plenty of online courses we can register and enrol ourselves into, to explore options for tools and ways to teach online. Planning for each lesson requires a rethink of how we will be able to gauge interest and understanding. Learning from the screen is not as interactive as it would be in a classroom, where we could walk about the class to check for comprehension and attend to accidental teaching moments. So run to learn. Run faster. Run further.
- Everyone needs downtime. Most of us, especially in this Movement Control Order period, have experienced ZERO discontinuity from the screen. By working fully online, we need to make time to stop and breathe. Learn to meditate. If you are Muslim, bertafakur lah. By meditating, we shut down our cognitive control and we gain a rebalance of our own cognitive load.
- The language we need to quickly learn is that of the generation we are teaching. Find out the vocabulary they use, the things they hold high in their age group, and make references to them where you can. Do not make value judgments, as they live in a different time then when we were at the university, struggling to study for our undergraduate degrees.
- When we physically do a headstand, our head goes to the ground, and our legs go up in the air. Now as we move into fully online teaching, we need to flip our minds to a different angle, to accommodate for the new media we will use to deliver instruction. Make your presence felt. Make your voice valued. Learn to speak up, and learn to write instructions as clearly as you can.
- If we were a chef, we would constantly be challenging ourselves to learn new tricks and new ingredients, to come up with new recipes. Alas, we are not. As lecturers, teaching fully online for the first time, we need to rediscover what we have “in our pantry” – “pantry being our knowledge and skills in teaching, and the resources we have at hand. We need to learn, relearn and unlearn our teaching techniques, so we can deliver 1st class teaching to our students. When we “cook”, sometimes our dishes became too salty, or tasteless, or burnt. When teaching, especially when it’s online, we need to learn to minimise the mistakes, and learn to figure out solutions as quickly as we can.