PIDP 3230 – Evaluation of Learning
Vancouver Community College
June 20, 2017
Why I chose the Course-Related Self-Confidence Surveys CAT 32?
In Classroom Assessment Techniques, Angelo and Cross (1993) outline fifty different Classroom Assessment Techniques (CAT’s). They sourced the CAT’s through extensive research of literature, their own personal repertoires, and colleagues. Angelo and Cross use the following criteria while selecting CAT’s:
- Is it context-sensitive? Is the topic a clearly defined portion of instruction?
- Is it flexible? Is it easy to adapt to a variety of disciplines?
- Is it likely to make a difference? Does it focus on potentially alterable elements?
- Is it mutually beneficial? Will it promote better instruction and learning?
- Is it easy to administer?
- Is it easy to respond to?
- Is it educationally valid? Does it enhance specific content or skills?
After completing the Teaching Goals Inventory (TGI) in Classroom Assessment Techniques (Angelo & Cross,1993, pp. 20-22), my TGI cluster was, “Work and Career Preparation.” I cross-referenced “CAT’s Indexed by Disciplines” (p. 111) with “CAT’s Indexed by TGI Clusters” (p. 114) to narrow the search for my ideal CAT, and was most interested in “CAT 32 Course-Related Self-Confidence Surveys” (p. 275). I picked CAT 32 to find out who my students are, and how well they are learning in relation to their own confidence levels, and to my instruction. Surveys are easy to administer, respond to, and analyse with the use of technology as well. There are many online applications that enrich this CAT strategy (I used SurveyMonkey©). The surveys will help me to structure lessons that will “build confidence and enhance motivation and learning” (Angelo & Cross, 1993, p. 275) by pairing more confident students with those that aren’t as confident, and to ensure that learners feel comfortable before applying what they’ve been taught. I believe that CAT 32 meets all of Angelo and Cross’ criteria as an effective informal assessment strategy.
Further, Course-Related Self-Confidence Surveys will bring teaching in the affective domain (change in attitudes) into my classroom; an instructor can receive and respond to valued input from learners. Building self-confidence is crucial to mastering new knowledge, skills, and attitudes. Educational consultant Karen Kirk explains, “We want to find teaching methods that encourage students and draw them in. Affective topics in educational literature include attitudes, motivation, communication styles, classroom management styles, learning styles, use of technology in the classroom and nonverbal communication” (Kirk, 2017, para. 3).
What did I learn about creating my video?
My Informal Assessment Strategy Video is the first educational video that I have created. I was unqualified in my PIDP 3230 Assignment 1 Reflection 2 comment when I stated that making a video seems “challenging;” what an understatement! I have learned that creating a video involves many aspects. For example, I had to write my video dialogue, and pair it with my audio dialogue. I had to choose and integrate the media applications of PowerPoint, iPhoto, iMovie, and SurveyMonkey©. I also learned to use best practices while constructing my video:
- Be course specific.
- Keep it short (shorter is better)
- Write a clear dialogue (and don’t read from screen!)
- Rehearse before you record
- Engage learners (e.g. quizzes)
- Use flexible cross-platform formats (e.g. MP4)
- Consider copyrights
(The Center for Teaching and Learning, 2017)
What are the strengths and weaknesses of my video?
There are two characteristics that I required to enrich my video on CAT 32. They include: the use of the affective domain (I want my viewers to feel that I am having a conversation with them regarding the value of student input), and incorporating the use of specialized technology (i.e. SurveyMonkey©). My goal in creating the video was to demonstrate that assessing confidence levels can potentially increase a learner’s self-confidence and motivation with a survey that is inclusive and professional, and I believe that I accomplished that.
The video looks rudimentary; there are no live action sequences or modern special effects. While I met the technical specifications for length of my video, it is on the long side, and the pace is slow. I also fumble in my audio recording a couple times, especially when reciting direct quotes.
Referring to the rubric, why did I bench mark my video at this level?
I incorporated all the guiding questions outlined in the PIDP 3230 Informal Assessment Strategy Video Assignment (Vancouver Community College, 2017): I explained the principles of CAT 32, I explained the context in which it would work best, I explained the limitations and advantages, I explained the best practices when using it, and how I would provide feedback. I met the technical specifications for the video outlined in the assignment as well: at 6 minutes and 43 seconds the video is within the recommended time limit, the video is accessible online, and it exceeds the minimum references in the APA format. However, I believe that due to my lack of training and experience in creating an educational video, it lacks a professional look.
Self-Assessment Mark: (out of 5)
@ Please refer to my Resources page for works cited