We Are What We Know: Scholarly Teaching and Classroom Assessment
We're excited to welcome Dr. Diane Pike (professor of sociology, Augsburg) back to St. Thomas on Feb. 20 for her popular workshop on classroom assessment. Plan to attend this workshop and sharpen your assessment skills and gain experience in new classroom assessment techniques (CATs) that you can use this semester in your class.
Wednesday, February 20, 2013
3:30 PM - 5:00 PM
Most of us would like our physicians to ask,” So how are you feeling?” in addition to any lab tests or poking. Such a question is not simply good “bedside manner”—it is an important dimension of patient care. Consider the parallels with student learning and assessment. In this workshop, Dr. Pike covers the conceptual underpinnings of classroom assessment, characteristics of assessment, and the seven underlying assumptions of assessment. Participants will experience classroom assessment techniques (CATs) and focus on understanding key ideas and practices that can be applied immediately such as:
- CAT 1: Background Knowledge Probe
- CAT 4: Empty Outline
- CAT 6: Minute Paper
- CAT 13: One Sentence Summary
- CAT 16: Concept Map
About Dr. Diane Pike
Dr. Diane Pike teaches undergraduates in the areas of criminology, sociological theory and organizational theory at Augsburg. Throughout her years of teaching, Pike has been awarded the graduating seniors’ distinguished faculty award for teaching three times. Her leadership and service roles at Augsburg have included Faculty Senate, The Committee on Tenure, Promotion, and Leaves, and Academic Affairs.
She's the author of "The tyranny of dead ideas in teaching and learning," originally published in The Sociological Quarterly. The article was a 2012 finalist for the annual Teaching and Learning Award from The Teaching Professor organization.
- Dead Ideas in Teaching (reprinted with permisssion from The Teaching Professor by Magna Publications)
- Faculty Focus article: 'Grading Motivates Learning' and Other Dead Ideas in Teaching
Diane Pike's workshop was incredibly insightful. In such a short period of time, she outlined the theory, engaged us in the practice and discussed the implications.
|I did this for a refresher and for new inspiration -- and it met both goals perfectly!|
|Quality classroom assessment is quality student learning.|
|I appreciated that we began discussing the complexities of assessment--e.g., that some of the most important learning goals can't be immediately (or perhaps ever) quantified. And it was important to be awakened to the need for specific use of assessment data that gets gathered.|