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Located in the James E Walker Library, Room 348

Teaching Resources


Classroom Assessment Techniques
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Tags/Keywords

inkshedding assessing student work writing
course design minute paper testingandgrading

Overview

Classroom assessment is both a teaching approach and a set of techniques. The approach is that the more you know about what and how students are learning, the better you can plan learning activities to structure your teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process.

How is classroom assessment different?

Classroom assessment differs from tests and other forms of student assessment in that it is aimed at course improvement, rather than at assigning grades. The primary goal is to better understand your students' learning and so to improve your teaching. (more from the NTLF journal)

As students begin learning a new topic or adding to what they already know they will need frequent help to assess what they do and do not know. Good design provides ample time to practice with frequent feedback to help students assess knowledge and competence. As they become more confident in their correct knowledge, problem solving and critical thinking skills in the domain feedback can be given less frequently.

MTSU Resources
Robin Blackman
leads 2 workshops at the center on CATs--fall 2008, spring 2009. CAT presentation (Blackman, 08)

LTITC Resources
See our bookmarks at http://delicious.com/LTANDITC/assessment and other assessment resources on http://www.netvibes.com/ltanditc#Teaching_Evaluation_Resources

From our library--
Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass . This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including:What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects.

Butler, S.M., & McMunn, N.D. (2006). A teacher�s guide to classroom assessment: Understanding and using assessment to improve student learning. San Francisco, CA: Jossey-Bass.

Huba, M. & Freed, J. (2000) . Learner-center assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon.

Speck, B.W. (2002). Assessment strategies for the on-line class: From theory to practice. San Francisco, CA: Jossey-Bass.

The center also subscribes to the monthly newsletter Assessment Update, stored in Peck 106. Covers the developments in higher education assessment. Gives information & advice on conducting assessments, including student learning & outcomes, faculty instruction, academic programs, student services, & overall institutional functioning.

Teaching Tip Inkshedding

Online Resources: Tips and Strategies
Teaching goals inventory- assess your classroom based on the learning goals most important to you.

Minute Papers in a Large Class, James Craig, Dept of Psychology, NTLF

Field-tested Learning Assessment Guide (sorted by discipline) primarily STEM tools
Classroom Assessment Techniques YouTube Video http://www.youtube.com/v/g4ogt0yI8xA Presenter: Shaun Longstreet, The University of California, Irvine Length: 9 Minutes 50 Seconds

ASU Delicious bookmarks on assessment.

Course Design and Assessment, Samford University

Southern Illinois University at Edwardsville Undergraduate Assessment and Program Review Page http://www.siue.edu/~deder/assesss An extensive website devoted to the SIUE's assessment philosophy, educational tips, and assessment techniques based on Angelo's and Cross' book, "Classroom Assessment Techniques."
The Student Assessment of their Learning Gains (SALG) website allows instructors to gather learning-focused feedback from students. The SALG survey asks students to rate how each component of a course (e.g., textbook, collaborative work, labs) helped them to learn, and to rate their gains toward achieving the course goals. The SALG survey can be customized to fit any college-level course, and can be administered multiple times per course.

from Michigan State University Faculty Development

(CATs)

Formative and Summative Evaluation

Institutional and Programmatic Student Outcomes Assessment