1L - hLLp://Lep.uoregon.

edu/ Sprlng 2014 - unlverslLy of Cregon

"#$% &' (%%)%% *&+,)-& .)#/-0-1 2+/0-1 34#%%

lL's lmporLanL Lo have evldence of sLudenL learnlng durlng class as well as Lhrough
asslgnmenLs, and exams. 1hese shorL sLudenL engagemenL acLlvlLles wlll provlde Lhls
evldence. Many Lake 3 mlnuLes or less Lo compleLe.

5/#0-%&'/60-1
5teps:
1. resenL an open-ended quesLlon for sLudenLs Lo dlscuss or solve.
2. SLudenLs can work lndlvldually, ln palrs or small groups, or as a class (or comblnaLlon of
Lhese).
3. Pave sLudenLs share ldeas wlLh class, maklng noLes on Lhe board.
4. Challenge Lhelr responses or have oLher sLudenLs challenge Lhe responses on Lhe board.
3. AL Lhe end, correcL any mlsconcepLlons, noLe opposlng polnLs of vlew, and summarlze
maln polnLs.

voloe: promoLes crlLlcal and creaLlve Lhlnklng and lmaglnaLlon

3'-7)8& 9#8
5teps:
1. rovlde sLudenLs wlLh a llsL of Lerms relaLlve Lo Lhelr course work (elLher from Lhe
prevlous class, lasL several classes or mosL recenL lecLure segmenL). 1erms may be
provlded as a llsL or glven ouL as a sLack of cards.
2. Ask sLudenLs Lo creaLe a meanlngful paLLern wlLh Lhese Lerms (l.e. food web-how are
dlfferenL organlsms llnked, cardlovascular sysLem blood flow, eLc.). 1here may be one
rlghL" answer or Lhe concepLs may promoLe creaLlve exploraLlon of Lhe Loplc.
3. lf Llme allows, ask one group Lo share concepL map wlLh Lhe whole class. Cr
alLernaLlvely, ask groups Lo explaln Lhelr paLLern Lo anoLher group ln Lhe class.

voloe: promoLes lnLegraLlon of ldeas, provldes lmmedlaLe feedback abouL sLudenL
undersLandlng,

2)70%0'- 9#:0-1
5teps:
1. rovlde sLudenLs wlLh problem LhaL Lhey need Lo work on for example "lmaglne you are
Lhe dlrecLor of Lhe anLlbloLlc dlscovery unlL ln a ma[or pharmaceuLlcal company and you
are asks for a flve-year plan Lo develop new anLlbloLlcs. ?ou are Lold LhaL Lhe plan wlll
be funded only lf you can convlnce your managers LhaL you wlll be able Lo develop Lhe
flve new drugs wlLh enLlrely new modes of acLlon. Can you do lL? WhaL ls your plan and
how wlll you defend lL?"
2. Ask sLudenLs Lo work ln groups (2-4 sLudenLs) Lo develop a plan based on whaL Lhey
have learned ln class.
3. Pave sLudenLs share ldeas wlLh class, maklng noLes on Lhe board.
4. Ask oLher sLudenLs ln Lhe class Lo commenL on each group's proposal and suggesL
changes.

Ways Lo Assess SLudenL Learnlng uurlng Class
1L - hLLp://Lep.uoregon.edu/ Sprlng 2014 - unlverslLy of Cregon
voloe: promoLes lnLegraLlon of ldeas, crlLlcal, creaLlve Lhlnklng, provldes lmmedlaLe feedback
abouL sLudenL undersLandlng,

;&)6 34#/0<07#&0'-
5teps:
1. Clve sLudenLs a handouL LhaL llsLs key Lerms or lLems for dlscusslon.
2. Ask sLudenLs Lo revlew Lhe llsL and selecL a few lLems for clarlflcaLlon.
3. nexL have sLudenLs geL lnLo palrs and selecL a parLlcular lLem for lmmedlaLe clarlflcaLlon.
4. Call a sLudenL aL random and clarlfy Lhe chosen lLem (or, beLLer yeL, ask lf anoLher
sLudenL can offer clarlflcaLlon).
3. Call on addlLlonal sLudenLs and conLlnue Lo clarlfy lLems.
6. near Lhe end, lf Llme allows, ask parLlclpanLs lf Lhere are of your responses or Lhose of
oLher sLudenLs Lhey wanL Lo challenge or debaLe.
7. Conclude wlLh a brlef revlew of Lhe lLems.

voloe: provldes lmmedlaLe feedback abouL sLudenL undersLandlng, and lL helps prlorlLlze lLems
for revlew or dlscusslon

9#&/0=
5teps:
1. SLudenLs should creaLe a Lable wlLh lnformaLlon Lo compare (l.e. pros/con, Lwo
dlfferenL processes)
Learnlng acLlvlLy value of acLlvlLy LlmlLaLlon of
acLlvlLy
When would you
use Lhls ln class
MaLrlx
MlnuLe paper, eLc.
2. Ask sLudenLs Lo work ln groups (2-4 sLudenLs) Lo flll ouL Lhe Lable
3. Pave groups share Lhelr ldeas wlLh Lhe class and make noLes on Lhe board.
voloe: promoLes lnLegraLlon of ldeas, allows sLudenLs Lo easlly compare ldeas and reduce
complexlLy.

90-+&) >#8)/
5teps:
1. AL Lhe end of a lecLure segmenL or Lhe end of Lhe lecLure class, have sLudenLs spend Lwo
or Lhree mlnuLes wrlLlng a summary of Lhe maln polnLs.
2. Ask aL leasL one sLudenL Lo share whaL he/she wroLe.
3. CollecL Lhe papers for revlew (buL noL for a grade).
4. ?ou can also use Lhe mlnuLe paper Lo have sLudenLs Lo wrlLe down quesLlons Lhey have
abouL Lhe lecLure, 3 key polnLs of Lhe day, lndlcaLe polnLs Lhey don'L undersLand, or
share feedback abouL your dellvery, use of slldes, eLc.

voloe: provldes lmmedlaLe feedback abouL sLudenL undersLandlng, helps prlorlLlze lLems for
revlew or dlscusslon, and allows sLudenLs Lo puL maLerlal lnLo Lhelr own words




Ways Lo Assess SLudenL Learnlng uurlng Class
1L - hLLp://Lep.uoregon.edu/ Sprlng 2014 - unlverslLy of Cregon
9+4&084)?3@'07) *+/A)$
5teps:
1. uL a mulLlple-cholce lLem, preferably concepLual ln naLure, relaLed Lo your mlnl-lecLure
on Lhe board, a sllde, or an overhead, and glve four response opLlons.
2. Survey sLudenL responses (have Lhem ralse hands, use colored cards, or use elecLronlc
response sysLem - 'cllcker').
3. nexL have Lhem geL lnLo palrs and Lake a couple of mlnuLes Lo convlnce each oLher of
Lhelr responses.
4. 1hen re-survey Lhe sLudenLs.
3. Clarlfy any mlsconcepLlons before proceedlng.

voloe: makes sLudenLs apply and dlscuss maLerlal whlle fresh ln Lhelr mlnds, and lL provldes
lmmedlaLe feedback abouL sLudenL undersLandlng

B+07: 3#%) *&+,$
5teps:
1. ulsplay a very brlef case on an overhead or sllde (or puL on a handouL lf lengLhy).
2. ose speclflc quesLlons for sLudenLs Lo answer based on Lhe case [lor example, WhaL ls
Lhe problem? WhaL ls Lhe remedy? WhaL ls Lhe prevenLlon?]
3. Pave sLudenLs wrlLe down Lhelr answers.
4. SLudenLs can work lndlvldually or ln palrs or small groups.
3. lf Llme allows, selecL a few sLudenLs Lo share aloud Lhelr answers

voloe: makes sLudenLs apply maLerlal Lo a reallsLlc slLuaLlon, and lL promoLes crlLlcal and
creaLlve Lhlnklng.

B+07: C@0-:%
lor each of Lhe followlng, use lmmedlaLe maLerlal from mlnl-lecLure, and allow sLudenLs a
couple of mlnuLes Lo reflecL before surveylng Lhelr responses (have sLudenLs share aloud, and
you can collecL wrlLLen responses for parLlclpaLlon polnLs):

cottect tbe ttot: resenL sLudenLs wlLh a sLaLemenL, equaLlon, or vlsual LhaL you have
lnLenLlonally made lncorrecL and have Lhem correcL Lhe error. 1he error may be an
llloglcal or lnaccuraLe sLaLemenL, premlse, lnference, predlcLlon, or lmpllcaLlon.
complete o 5eoteoce 5tem: resenL sLudenLs wlLh a senLence sLarLer and have Lhem
compleLe Lhe senLence. 1he compleLed sLaLemenL may be a deflnlLlon, caLegory, cause-
and-effecL relaLlonshlp, raLlonale, conLroversy, eLc. 1ry Lo avold sLaLemenLs LhaL ask for
roLe knowledge.
keotJet tbe 5teps: resenL sequence lLems ln Lhe wrong order and have sLudenLs re-
order Lhe sequence correcLly. 1hls mlghL be a process, cycle, meLhod, plan, Lechnlque,
eLc.
lotetptetotloo/lotopbtose: LeL sLudenLs know LhaL you wlll be calllng on Lhem aL
random durlng your lecLure and asklng Lhem Lo lnLerpreL whaL you've sald, puLLlng Lhe
maLerlal ln Lhelr own words. When you are ready, pause for a momenL Lo slgnal LhaL you
are abouL Lo call on someone. Cnce a sLudenL has shared, call on anoLher sLudenL Lo add
any mlsslng lLems. ?ou can also puL lLems on Lhe board or a sllde or a handouL - a
Ways Lo Assess SLudenL Learnlng uurlng Class
1L - hLLp://Lep.uoregon.edu/ Sprlng 2014 - unlverslLy of Cregon
deflnlLlon, Lheory, sLaLemenL, procedure, eLc. - and have sLudenLs wrlLe Lhem ln Lhelr
own words.

voloe: Lhese exerclses fosLer aLLenLlveness, provlde lmmedlaLe feedback abouL sLudenL
undersLandlng, and promoLe crlLlcal Lhlnklng skllls

>4+%D2)4&# EFDGH
5teps:
1. AL Lhe end of class ask sLudenLs Lo Lake a sheeL of paper and dlvlde lL lnLo Lwo
columns.
2. ln column 1(+) sLudenLs wrlLe down whaL was very poslLlve abouL Lhe class, an
acLlvlLy, or lnsLrucLlonal maLerlals. ln column 2(A) sLudenLs wrlLe whaL Lhey would
llke Lo change for Lhe fuLure.
3. CollecL sLudenL responses.
4. 8ead sLudenL responses and make changes for nexL class accordlngly.
3. ln Lhe nexL class share some of Lhe hlghllghLs wlLh sLudenLs and make changes as
necessary.
voloe: provldes lmmedlaLe feedback Lo Lhe lnsLrucLor, allows for qulck changes even ln Lhe
mlddle of a Lerm.

I)<4)7&0'-
5teps:
1. Pave sLudenLs Lake a few mlnuLes Lo Lhlnk and wrlLe down Lhelr LhoughLs abouL Lhe
lecLure maLerlal [usL presenLed or a parLlcular quesLlon or problem LhaL has been posed
2. CollecL sLudenL papers, lf you wlsh, and revlew Lhelr responses Lo assess Lhelr
undersLandlng and ldenLlfy areas LhaL need clarlflcaLlon aL Lhe beglnnlng of Lhe nexL
lecLure (you can also asslgn parLlclpaLlon polnLs for responses or allow sLudenLs Lo
submlL Lhem anonymously)

voloe: allows sLudenLs Lo Lhlnk Lhrough maLerlal and puL lL ln Lhelr own words

*&/08 *)J+)-7)
5teps:
1. rovlde sLudenLs wlLh an ouL of order llsL of sLep ln a mulLl-sLepped process (can be
wrlLLen on small sLrlps of paper or on Lhe class screen).
2. ln groups or lndlvldually, have sLudenLs puL Lhe sLrlps" lnLo Lhe correcL order from
beglnnlng Lo end.
3. Pave sLudenL groups compare answers wlLh anoLher group.
4. 8evlew order and answer quesLlons (especlally Lo clarlfy mlsconcepLlons) for Lhe whole
class.

voloe: promoLes crlLlcal Lhlnklng and collaboraLlve learnlng.

C@0-: K >#0/ K *@#/)
5teps:
1. ose a quesLlon.
2. SLudenLs geL lnLo palrs and dlscuss quesLlon, comlng Lo some resoluLlon.
Ways Lo Assess SLudenL Learnlng uurlng Class
1L - hLLp://Lep.uoregon.edu/ Sprlng 2014 - unlverslLy of Cregon
3. Lach sLudenL palr Lhen shares concluslons wlLh enLlre class (ln large classes or when
Llme ls llmlLed, call on as many palrs as Llme allows).

voloe: promoLes crlLlcal Lhlnklng and collaboraLlve learnlng.



C@) #7&0A0&0)% <)#&+/), #L'A) #/) 7'6804), </'6 &@) <'44'M0-1 %'+/7)%:

Angelo, 1homas A., and k. aLrlcla Cross. 1993. closstoom Assessmeot 1ecbolpoes. A nooJbook
fot colleqe 1eocbets. 2nd LdlLlon. San lranclsco: !ossey 8ass.

8arkley, LllzabeLh l. 2010. 5toJeot oqoqemeot 1ecbolpoes. A nooJbook fot colleqe locolty.
San lranclsco: !ossey-8ass.

uavls, 8arbara C. 1993. 1ools fot 1eocbloq. 1sL LdlLlon. San lranclsco: !ossey 8ass. [see ChapLer
16, SupplemenLs and AlLernaLlves Lo LecLurlng: Lncouraglng SLudenL arLlclpaLlon," pp.
131-139]

Pandlesman, !., S. Mlller, and C. fund. 2007. ChapLer 2, AcLlve Learnlng ln 5cleotlflc 1eocbloq.
new ?ork: W.P. lreeman and Co.

McClanahan, L.8., and L.L. McClanahan. 2002. Actlve leotoloq lo o Noo-mojots 8loloqy closs.
lessoos leotoeJ. College 1eachlng 30(3): 92-96.

nllson, Llnda 8. 2010. 1eocbloq At lts 8est. A keseotcb-8oseJ kesootce fot colleqe losttoctots.
3rd LdlLlon. San lranclsco: !ossey-8ass. [see ChapLer 12, Maklng Lhe LecLure a Learnlng
Lxperlence," esp. pp. 117-122]


(,,0&0'-#4 )=#684)% #-, /)%'+/7)% 7#- L) <'+-, #&:

50 cA1s by Aoqelo ooJ ctoss - complleJ by coooloqbom ooJ Moote
hLLp://Lep.uoregon.edu/resources/newLeach/flfLy_caLs.pdf

closstoom Assessmeot 1ecbolpoes (cA1s) - uO 1eocbloq ffectlveoess ltoqtom
hLLp://Lep.uoregon.edu/resources/assessmenL/caLs.hLml

closstoom Assessmeot 1ecbolpoes (cA1s) - ceotet fot 1eocbloq, vooJetbllt uolvetslty
hLLp://cfL.vanderbllL.edu/guldes-sub-pages/caLs/