Classroom Assessment Techniques E-Book

Thomas A. Angelo

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 977

Veröffentlichungsjahr: 2024

Beschreibung

Classroom Assessment Techniques: Formative Feedback Tools for College and University Teachers A practical, research-based handbook for using assessment to improve learning. This completely revised and updated third edition of Classroom Assessment Techniques provides a research-based, engaging guide to assessing student learning where it matters most--at course and classroom levels. Informed by the latest international educational research and 30 years of classroom assessment practice, this practical handbook is designed for postsecondary teachers from all disciplines, faculty and academic developers, and assessment professionals. It offers field-tested guidance, tools, and advice for planning, designing, and implementing formative assessment in face-to-face, hybrid, and fully online classrooms, analyzing resulting data, and using that data to improve student learning. Classroom Assessment Techniques, 3rd Edition, is a practical, clearly written handbook for busy professionals. It contains a wealth of useful resources, including: * 50-plus CATs (classroom assessment techniques) - flexible formative assessment tools easily adaptable for use in a wide range of disciplines and contexts. * Case studies and examples illustrating how college and university faculty have applied these techniques to improve learning * A new "Course Learning Outcomes Inventory" (CLOI)--a self-assessment tool for identifying and prioritizing the most relevant learning outcomes to assess * The original "Teaching Goals Inventory" (TGI) which offers an alternate, teaching-focused approach to setting assessment priorities * Multiple ways to quickly find the most appropriate tool. CATs are indexed by discipline examples, Bloom's Taxonomy, Biggs and Tang's SOLO Taxonomy, the CLOI, and the TGI * Brief chapters explaining what formative assessment is, how it can improve student learning, how to gather and provide formative feedback, how to link classroom assessment with broader/other assessment efforts, and how to collaborate with students and colleagues Each CAT provides a brief, self-contained "recipe" including a description, steps for implementation, dos and don'ts, and relevant references

Leseprobe

Table of Contents

Cover

Table of Contents

Title Page

Copyright

Dedication to K. Patricia Cross and Richard J. Light

Acknowledgments

About the Authors

Preface

WHO WILL IT BENEFIT?

BACKGROUND

HOW TO USE THIS BOOK

PART ONE: An Introduction to Classroom Assessment

CHAPTER 1: What Is Classroom Assessment?

PURPOSE OF CLASSROOM ASSESSMENT

DEFINING CHARACTERISTICS OF CLASSROOM ASSESSMENT

FORMATIVE

EVIDENCE-BASED

LEARNING-CENTERED

TEACHER-DIRECTED

CONSTRUCTIVELY ALIGNED

MUTUALLY BENEFICIAL

METACOGNITIVE

CONTEXT-SPECIFIC

FIRMLY ROOTED IN GOOD TEACHING PRACTICE

INCLUSIVE AND EQUITABLE

EIGHT PRINCIPLES FOR GOOD PRACTICE IN CLASSROOM ASSESSMENT

TO LEARN MORE

CHAPTER 2: Getting and Giving Feedback for Learning

FORMATIVE FEEDBACK DEFINED

WHAT FORMATIVE FEEDBACK IS NOT

WHAT FORMATIVE FEEDBACK IS

WHY LEARNERS NEED FORMATIVE FEEDBACK

FORMATIVE FEEDBACK REQUIRES A GROWTH-MINDSET PERSPECTIVE

FORMATIVE FEEDBACK FOR LEARNING IS RELATIONAL, RECIPROCAL, CONTEXTUAL, AND VARIABLE

TIMELY, ACCURATE, AND AUTHORITATIVE FEEDBACK IS KEY TO IMPROVING FACTUAL LEARNING

SELF- AND PEER ASSESSMENT AND FEEDBACK ARE KEY TO IMPROVING CONCEPTUAL LEARNING

FEEDBACK ON DELIBERATE PRACTICE IS KEY TO IMPROVING SKILLS LEARNING

IN SUMMARY: GUIDELINES FOR EFFECTIVE CLASSROOM ASSESSMENT FEEDBACK PRACTICE

TO LEARN MORE

CHAPTER 3: First Steps: Getting Started in Classroom Assessment

CATs DEFINED

SOURCES OF CATs

SELECTION CRITERIA FOR CATs

THE VALUE OF STARTING SMALL: A THREE-STEP PROCESS

STEP 1: PLANNING

STEP 2: IMPLEMENTING

STEP 3: RESPONDING

SEVEN SUGGESTIONS FOR A MORE SUCCESSFUL START

NEXT STEPS

TO LEARN MORE

PART TWO: Doing Classroom Assessment

CHAPTER 4: Next Steps: Embedding Classroom Assessment into Courses

THE CLASSROOM ASSESSMENT (CA) PROJECT CYCLE: BACKGROUND

THE CA PROJECT CYCLE: AN OVERVIEW

THE CA PROJECT CYCLE: DETAILED SUGGESTIONS FOR SUCCESSFUL PROJECTS

SUMMARY: GUIDELINES AND A CHECKLIST

CHAPTER 5: The Minute Paper: An Illustrative Case Study

THE MINUTE PAPER DEFINED

THE MINUTE PAPER: ORIGINS

THE MINUTE PAPER—EXPERT OPINION

THE MINUTE PAPER: DIFFUSION AND USE

THE MINUTE PAPER DIASPORA

DISPERSION ACROSS TIME AND SPACE

MINUTE PAPER EFFECTIVENESS: THE EVIDENCE

THE MINUTE PAPER RESEARCHED: QUANTITATIVE STUDIES AND FINDINGS

THE BIG PICTURE: QUANTITATIVE RESEARCH ON THE MINUTE PAPER

THE MINUTE PAPER RESEARCHED: QUALITATIVE STUDIES AND FINDINGS

IN SUMMARY

CHAPTER 6: 12 Examples of Course-Embedded Classroom Assessment

ADDITIONAL RESOURCES

PART THREE: Classroom Assessment Techniques

CHAPTER 7: Finding and Choosing the Right Classroom Assessment Techniques

CHAPTER 8: Knowledge, Recall, and Understanding

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

1: Plus-Minus-Question Mark

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

2: Background Knowledge Probe

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

3: Misconception/Preconception Check

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

4: Concept Questions

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

5: Focused Listing

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

6: Empty Outline

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

7: Memory Matrix

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

8: One-Sentence Summary

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

9: Minute Paper

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

10: Muddiest Point

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 9: Application

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

11: RSQC2 (Recall, Summarize, Question, Connect, and Comment)

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

12: Directed Paraphrasing

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATON

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

13: Applications Card

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

14: Paper or Project Prospectus

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

15: Performance Checklist

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 10: Problem Solving

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

16: Problem Recognition Tasks

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

17: What's the Principle?

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

18: What’s Missing? or Who’s Missing?

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

19: Documented Problem Solution

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

20: Predict-Observe-Explain

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 11: Analysis and Critical Thinking

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

21: Categorizing Grid

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

22: Blooming

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

23: Defining Features Matrix

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

24: Content, Form, and Function Matrix

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

25: Pros-Cons-Questions

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

26: Analytic Memo

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

27: Error Analysis

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 12: Synthesis and Creative Thinking

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

28: Word Journal

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

29: Approximate Analogy

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

30: Student-Generated Questions

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

31: Concept Map

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

32: Invented Dialogue

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 13: Attitudes and Values

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

33: Opinion/Attitude Poll

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

34: Values Affirmation

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

35: Double-Entry Journal

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

36: Profiles of Admirable Individuals

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

37: Ethical Dilemma

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 14: Self-Assessment as Learners

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

38: Learning Interests Assessment

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

39: Course-Specific Mindset Assessment

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

40: Goal Ranking and Matching

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

41: Learner Autobiography

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 15: Learning and Study Skills

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

42: Study Strategies Assessment

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

43: Deliberate Practice Assessment

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

44: Learning and Study Time Log

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

45: Diagnostic Learning Log

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

46: Exam Wrapper

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 16: Perceptions of Learning Activities and Assessment

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

47: Feedback on Feedback

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

48: Group Work/Teamwork Assessment

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

49: Reading/Video Ratings

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

50: Assignment Feedback Form

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

51: Exam Feedback Form

BRIEF DESCRIPTION

RELATED TEACHING GOALS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CHAPTER 17: Perceptions of Teaching and Courses

INTRODUCTION

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

52: Teacher-Designed Feedback Form

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

53: Group Informal Feedback on Teaching

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

54: Course Feedback Team

BRIEF DESCRIPTION

WHAT THIS CAT CAN BEST ASSESS

SUGGESTIONS FOR USE

STEP-BY-STEP PROCEDURE

TURNING DATA INTO USEFUL INFORMATION

FEEDBACK OPTIONS

IDEAS FOR ADAPTING AND EXTENDING THIS CAT

CAVEATS

REFERENCES AND RESOURCES

CLASSROOM ASSESSMENT TECHNIQUE

55: Exit Ticket and Four More

BRIEF INTRODUCTION

REFERENCES AND RESOURCES

RESOURCES

RESOURCE

A

: Chapter Discussion Questions by Todd Zakrajsek

RESOURCE

B

: Alphabetical Index of CATs by Name

RESOURCE

C

: Index of CATs by Discipline Examples

RESOURCE

D

: The Course Learning Outcomes Inventory (CLOI): Self-Scorable Version

INTRODUCTION

RESOURCE

E

: The Course Learning Outcomes Inventory (CLOI): Self-Scoring Worksheet

DIRECTIONS FOR COMPLETING THE CLOI SELF-SCORING WORKSHEET—PART ONE

DIRECTIONS FOR COMPLETING CLOI SELF-SCORING WORKSHEET—PART TWO

RESOURCE

F

: Index of CATs by Course Learning Outcomes Inventory (CLOI) Outcomes

RESOURCE

G

: Teaching Goals Inventory (TGI): Self-Scorable Version

RESOURCE

H

: Teaching Goals Inventory (TGI) Self-Scoring Worksheet

RESOURCE

I

: Index of CATs by Teaching Goals Inventory (TGI) Goals

RESOURCE

J

: Index of CATs by Bloom's (2001) Revised Taxonomy of Cognitive Outcomes Levels

RESOURCE

K

: Index of CATs by Biggs and Collis's SOLO Taxonomy Levels

RESOURCE

L

: Index of CATs by Fink's Taxonomy of Significant Learning Categories

RESOURCE

M

: Minute Paper References

RESOURCE

N

: Acknowledgments from the 1988 and 1993 Versions

1988 ACKNOWLEDGMENTS

1993 ACKNOWLEDGMENTS

References

Author Index

Subject Index

End User License Agreement

List of Tables

Chapter 4

Table 4.1. 12 Steps of the CA Project Cycle.

Chapter 5

Exhibit 5.1. Examples of Student Perceptions Regarding Minute Paper's Useful...

Exhibit 5.2. Costs and Benefits of Using the Minute Paper.

Chapter 6

Table 6.1. Case-in-Point Summary.

Chapter 8

Table 8.1. A Memory Matrix for Major Artists and Styles.

Table 8.2. A Memory Matrix for Biology: The Digestive System.

Chapter 11

Table 23.1. Defining Features of Institutional and Classroom Assessment.

Table 24.1. A Content, Form, and Function Matrix.

Chapter 15

Table 15.1. Study Strategies Survey.

Guide

Cover

Title Page

Copyright

Dedication to K. Patricia Cross and Richard J. Light

Acknowledgments

About the Authors

Preface

Table of Contents

Begin Reading

RESOURCE A: Chapter Discussion Questions by Todd Zakrajsek

RESOURCE B: Alphabetical Index of CATs by Name

RESOURCE C: Index of CATs by Discipline Examples

RESOURCE D: The Course Learning Outcomes Inventory (CLOI): Self-Scorable Version

RESOURCE E: The Course Learning Outcomes Inventory (CLOI): Self-Scoring Worksheet

RESOURCE F: Index of CATs by Course Learning Outcomes Inventory (CLOI) Outcomes

RESOURCE G: Teaching Goals Inventory (TGI): Self-Scorable Version

RESOURCE H: Teaching Goals Inventory (TGI) Self-Scoring Worksheet

RESOURCE I: Index of CATs by Teaching Goals Inventory (TGI) Goals

RESOURCE J: Index of CATs by Bloom's (2001) Revised Taxonomy of Cognitive Outcomes Levels

RESOURCE K: Index of CATs by Biggs and Collis's SOLO Taxonomy Levels

RESOURCE L: Index of CATs by Fink's Taxonomy of Significant Learning Categories

RESOURCE M: Minute Paper References

RESOURCE N: Acknowledgments from the 1988 and 1993 Versions

References

Author Index

Subject Index

End User License Agreement

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CLASSROOM ASSESSMENT TECHNIQUES

Formative Feedback Tools for College and University Teachers

THIRD EDITION

Thomas A. Angelo

With Todd D. Zakrajsek

Copyright © 2024 John Wiley & Sons, Inc. All rights, including for text and data mining, AI training, and similar technologies, are reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.

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Library of Congress Cataloging-in-Publication Data is Available

ISBN 9781119860167 (Paperback)ISBN 9781119860181 (ePDF)ISBN 9781119860174 (ePub)

Cover Design: Wiley

Dedication to K. Patricia Cross and Richard J. Light

I wish to dedicate this third edition of Classroom Assessment Techniques to the two illustrious, extraordinary, and influential higher education scholars and leaders more responsible than anyone else for its genesis:

K. Patricia Cross, PhD, Professor Emerita of Higher Education at the University of California-Berkeley, (1926–2023), and

Richard J. Light, PhD, Carl H. Pforzheimer Professor of Teaching and Learning, Harvard Graduate School of Education

One morning in early June 1986, I crossed paths unexpectedly with Professor Richard J. Light in Harvard Square. In the prior academic year, I had been fortunate to serve as a teaching fellow in his large statistics course for graduate students in Harvard's Graduate School of Education, Kennedy School of Government, and School of Public Health. I learned more about the art of teaching from watching Professor Light teach that course than I had from my 10 years of teaching and many education courses to that point.

During that brief street-corner conversation, Professor Light invited me to help him organize the newly announced Harvard Assessment Seminars. Light had been appointed Director of this new initiative by Harvard's president, Derek Bok. Although I had no real idea what it would involve, I immediately accepted.

A bit later in that same exchange, Professor Light suggested I contact K. Patricia Cross, who needed a research assistant for a summer project. Intrigued, I immediately called Professor Cross's office and set up an appointment. That brief encounter with Professor Light led both to my subsequent two-year stint as Assistant Director of the Harvard Assessment Seminars and to my years-long collaboration with Professor Cross. Had it not occurred, this book would not exist.

That one, brief, entirely fortuitous meeting in Harvard Square nearly 40 years ago set the course of my subsequent academic career. Working for and with these two exceptional higher education leaders was a life-changing experience for which I remain grateful.

I have often wondered since, however, “What if I had slept in that morning?”

Tom Angelo

Sydney, Australia, 2024

Acknowledgments

First and foremost, I want to acknowledge and express my gratitude to two individuals who have worked closely with me over the past six months on this project—Todd Zakrajsek and McKenzie Baker. Without their generous, unwavering support and expert assistance, this book may never have been published.

The third edition has benefitted greatly from the advice, ideas, expertise, and creativity of Todd Zakrajsek, PhD, well-known higher education professor, author, speaker, and conference convenor. All useful suggestions about the uses of artificial intelligence (AI) or current teaching and learning technologies—along with many references to cutting-edge learning research—are Todd's contributions. Todd is also author of the Discussion Questions in Resource A. Throughout these six months, Todd provided suggestions that improved the currency and usefulness of the content, as well as invaluable advice and assistance with the complex editorial process.

McKenzie Baker is quite simply the most intelligent, effective, efficient, and personable project manager and editor I have worked with in my near-half-century academic career. That the manuscript got finished in readable form by deadline is mostly to her credit. While I'm relieved the book is finished, my only regret is that my work with McKenzie is ending as well.

I could not have researched, revised, and updated the book without online access to the excellent libraries of University of North Carolina (UNC) Chapel Hill and Monash University over the past three years. For their ongoing support in making this possible, I am very grateful to Associate Professor Jacqueline McLaughlin, Director of the Center for Innovation in Pharmacy Research (CIPhER) in the Eshelman School of Pharmacy at the University of North Carolina-Chapel Hill, and to Professor Paul White, Deputy Dean and Associate Dean Education at the Faculty of Pharmacy and Pharmaceutical Sciences in Monash University.

Throughout my career, many higher education colleagues influenced my thinking and work, contributed to the development and dissemination of classroom assessment, to my career and, in so doing, to this book. While not all of them are still with us, I want to acknowledge their collegiality, support, and generosity. (In the interests of brevity, I will omit their titles and degrees, which are numerous and impressive.)

Elizabeth Fideler, for her foundational work on the Teaching Goals Inventory.

All the participating teachers and faculty developers in the University of California (UC) Berkeley Classroom Research Project, who are listed in Resource N.

American Association for Higher Education (AAHE) colleagues from the 1990s: Louis Albert, Steve Brigham, Russell Edgerton, Stephen Ehrmann, Steve Gilbert, Pat Hutchings, and Ted Marchese.

Leaders in the Assessment Movement: Clifford Adelman, James Anderson, Trudy Banta, Karen Black, Douglas Eder, Peter Ewell, George Kuh, Jeffrey Seybert, and Ralph Wolff.

Leaders in teaching, learning, and faculty development: Milton Cox, Wilbert J. McKeachie, Peter Seldin, Rita Silverman, Marilla Svinicki, and William Welty.

Ciannon Cazaly—who provided valuable research assistance several years ago prior to completing her PhD at Melbourne University.

Many thousands of other individuals contributed ideas, insights, and examples to this book's development during its three-decade gestation, including virtually all of my colleagues in the several teaching, learning, and assessment centers I directed, the academics with whom I taught, the college and university teachers who participated in professional development programs and sessions I led, and the students in courses I taught. While I cannot thank them all by name, I want to recognize here their contributions as well.

I must also recognize and thank the hundreds of scholars and researchers whose publications have expanded my knowledge and understanding of teaching and learning generally and enriched this book.

Last, my most sincere appreciation to Christine M. Asmar, PhD—scholar of Middle East politics, gifted linguist, educational researcher, and lifelong campaigner for justice and peace—for her assistance, understanding, and support throughout this very long process. To have found the right life partner is perhaps the greatest gift.

Tom Angelo

Sydney, Australia, 2024

About the Authors

Thomas A. Angelo

Tom Angelo currently holds the positions of Clinical Professor Emeritus of Educational Innovation & Research, and Executive Director Emeritus of the Center for Innovative Pharmacy Education & Research (CIPhER), at The University of North Carolina-Chapel Hill's Eshelman School of Pharmacy. He also has an appointment as Adjunct Senior Lecturer in the Faculty of Pharmacy & Pharmaceutical Sciences at Monash University (Melbourne, Australia).

Prior to retiring from UNC-Chapel Hill in 2018, he had served—often concurrently—as faculty member, faculty developer, academic administrator, and/or researcher at several institutions, including: Harvard University, the University of California-Berkeley, Boston College, the American Association for Higher Education (AAHE), Victoria University of Wellington (New Zealand), and La Trobe University (Melbourne, Australia).

He has directed eight university teaching, learning, and assessment-related centers, five of which he also designed and founded. Throughout, he continued to teach undergraduate courses in political science, first-year composition, teacher education, and introductory statistics as well as postgraduate courses in applied linguistics, assessment and evaluation, and teaching and learning in higher education.

He has consulted on higher education curriculum design, assessment, effective teaching, and learning improvement in 20 countries as well as all 50 of the United States and Puerto Rico. He has also consulted with more than 65 higher education associations/systems and more than 250 postsecondary institutions. He has served as invited keynote/featured speaker at more than 90 higher education conferences nationally and internationally.

Internationally, Tom has been awarded fellowships from the Fulbright Program (Italy), the Calouste Gulbenkian Foundation (Portugal), the Carrick Institute for Learning and Teaching in Higher Education (Australia), and the Higher Education Research and Development Society of Australasia (Australia and New Zealand).

Among five books and four dozen articles and chapters, Tom's best-known publication remains Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition (co-author K. Patricia Cross, 1993), with more than 100,000 copies in print. His current research interests focus on formative assessment, curriculum renewal and redesign, student goals and time-use, and core concepts and concept inventories.

Tom earned his BA with Honors in government from California State University at Sacramento, a Master of Arts in political science and a Master of Education in applied linguistics—both from Boston University—and his Doctorate in Education from Harvard University's Graduate School of Education.

Todd D. Zakrajsek (Zuh-CRY-sick) is an associate professor in the Department of Family Medicine at UNC-Chapel Hill. At UNC School of Medicine, he is a Co-Associate Director of an early career faculty development fellowship program, providing resources for early career doctors on various topics related to teaching/learning, leadership, and scholarly activity. He is also the President of the International Teaching Learning Cooperative, which hosts four national Lilly Teaching Conferences on Evidence-Based Teaching and Learning annually, and is Editor-in-Chief of the Scholarly Teacher blog. Todd has directed faculty development efforts for 18 years and has run interdisciplinary teaching conferences (Lilly Conferences) for over 20 years.

Todd recently authored the fifth edition of Teaching at Its Best (with Linda Nilson, 2023) and the third edition of The New Science of Learning (2022). He has also co-authored Teaching for Learning (with Clair Major and Michael Harris, 1st and 2nd editions; 2015, 2022), Advancing Online Learning (with Kevin Kelly; 2021), and Dynamic Lecturing (with Christine Harrington; 2018), and is the series editor for a 10-volume collection of books (in development) related to teaching and learning.

Todd also writes articles on teaching and learning in higher education, and has delivered and facilitated over 400 keynotes, workshops, conference presentations, and webinars across 49 U.S. states, 12 countries, and 4 continents. Focuses include classroom assessment, active learning/lecturing, Scholarship of Teaching of Learning (SoTL), and faculty educational development, among many others.

Todd's career began as a tenured associate professor of psychology at a small college in the Pacific Northwest. He founded centers for teaching and learning and built faculty development efforts at Southern Oregon State College (now University), Central Michigan University, and the University of North Carolina at Chapel Hill. Todd has served on many educationally related boards and work groups, including The Journal of Excellence in College Teaching, International Journal for the Scholarship of Teaching and Learning, College Teaching, and Education in the Health Professions. Todd has consulted with organizations such as The American Council on Education (ACE), Lenovo Computer, Microsoft, and the Bill and Melinda Gates Foundation.

Todd is a native of Michigan, earning a BS in psychology from Lake Superior State College (now University). He received his MS and PhD in Industrial/Organizational Psychology from Ohio University, and an Honorary Doctorate in Humane Letters from Lake Superior State University.

Preface

This third edition of Classroom Assessment Techniques is a totally revised, updated, and expanded version of the highly successful Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition, by Thomas A. Angelo and K. Patricia Cross, published in 1993. The third edition contains more Classroom Assessment Techniques (CATs), more new CATs—15 out of 54, more diverse disciplinary examples, more references to relevant research, and more supplementary resources. This practical, scholarly handbook will be a lasting, useful resource for college and university teachers in every discipline and at every level.

WHO WILL IT BENEFIT?

This book is designed to be used by busy teachers. It is a handbook—a book to keep close at hand—when you are designing or revising courses, classes, or lessons. This handbook provides practical ideas, useful suggestions, and myriad examples for teachers at all levels of experience and in all disciplines. To that end, there are multiple ways to quickly find exactly what you need via the multiple indices provided in the Resources.

BACKGROUND

Since 1993, when the second edition was published, a great deal has changed in higher education generally, and in teaching, learning, and assessment specifically—as well as in technology and society. The third edition reflects those changes and developments throughout. Advances in educational and discipline-based research and scholarship have greatly strengthened the case for formative assessment approaches like Classroom Assessment. The quantity of relevant teaching, learning, and assessment research has grown exponentially over the past three decades, as has the number of scholarly books, journals, and other print and online media that include references to and examples of Classroom Assessment. The hundreds of diverse Classroom Assessment examples shared and published by teacher-scholars since 1993 demonstrate the continuing usefulness and adaptability of CATs across disciplines, institutions, and nations. This edition also reflects the extraordinary changes in technology that have transformed teaching and learning in the past three decades. Taken together, these developments made it possible to create a much more evidence-based, multidisciplinary, international, and useful third edition.

HOW TO USE THIS BOOK

This is a practical handbook, designed to be useful to teachers at every level of experience, who teach students at any level, in any discipline. To that end, the book is organized into three main parts.

Part I provides an introduction to Classroom Assessment or a comprehensive review, depending on the reader's prior experience. The first chapter explains what Classroom Assessment is, how it works, and how to get started using it. Chapter 2 focuses on getting and giving feedback to enhance student learning. Chapter Three outlines simple steps for getting started in Classroom Assessment successfully. It is your guide to getting started.

Part II provides detailed information on how to do Classroom Assessment effectively. Chapter 4 details the Classroom Assessment Project Cycle, a step-by-step guide for embedding Classroom Assessment into any course. Chapter 4 also introduces and explains how the Teaching Goals Inventory (TGI) and the Course Learning Outcomes Inventory (CLOI) may be used to identify CATs that are appropriate to your course. The final section of Chapter 4 includes a set of guidelines for success in Classroom Assessment Projects.

Chapter 5 is a case study of the Minute Paper, the most popular of all CATs. Chapter 6 provides a dozen examples of Classroom Assessment projects carried out in as many different disciplines. These 12 case studies are detailed mini-cases illustrating how teachers adapt and apply CATs for a variety of reasons in a variety of contexts.

Part III is the heart of the handbook: A compendium of more than 55 CATs. Chapter 7 explains how readers can quickly and easily find and choose the most appropriate and useful CAT(s) for assessing and improving their students' learning and—if they wish—their own teaching. It also explains the structure common to all 54 main CAT entries. (CAT entry #55 is a different animal, as readers will see.)

The end-of-handbook resources are also explained in Chapter 7, including seven indices (up from three in the second edition) to help teachers easily find the right “tool” for the right “job.” Counting the listing in the table of contents, this handbook provides eight different ways to find desired CATs.

Chapters 8 through 17 present 54 CATs, plus five more “near CATs.” Fifteen CATs are completely new, and 39 others have been extensively revised in light of experience gained over the past 30 years.

Although this handbook is a resource for individual teachers, it has also been designed to serve as a resource for groups—dyads, triads, seminars and study groups, departments and divisions, staff development workshops—and any other gatherings of educators interested in learning more about teaching and learning. To that end, Resource A provides ready-made discussion questions designed to stimulate engaging conversations.

The first two editions sparked a great deal of innovation, experimentation, and adaptation among its readers for more than three decades. I hope this edition will do the same. May it serve teachers and learners well.

Tom Angelo

Sydney, Australia, 2024

PART ONEAn Introduction to Classroom Assessment

CHAPTER 1What Is Classroom Assessment?

This chapter explains the purpose and defining characteristics of Classroom Assessment and offers principles for good practice.

Classroom Assessment is a simple, practical approach to getting and giving feedback to improve the effectiveness and quality of teaching and learning. It is an evidence-based approach to improving learning and teaching that involves college and university teachers and students working intentionally and collaboratively toward shared goals. When Classroom Assessment is effectively employed, teachers obtain useful information—in terms of direct evidence or learners' perceptions—about what, how much, and how well their students are learning. Analyzing and reflecting on that information provides useful insights for making teaching, assessment, and feedback more engaging, effective, and efficient. By involving students in the cycle of providing, analyzing, and using feedback, teachers help them become more capable, independent, and successful lifelong learners.

K. Patricia Cross and Thomas A. Angelo initially defined and developed Classroom Assessment in the mid-1980s, and later refined this concept and practice (Angelo & Cross, 1993; Cross & Angelo, 1988). The terms classroom assessment and classroom assessment techniques were first mentioned by Professor K. Patricia Cross in speeches and articles in late 1986. She originally envisioned Classroom Assessment as a promising way to engage college teachers in and prepare them for more systematic, ongoing Classroom Research projects. Professor Cross and Mimi Harris Steadman further systematically explored the interrelationships between these two approaches in Classroom Research: Implementing the Scholarship of Teaching (1996).

Although Classroom Assessment began as an entry point and adjunct to Classroom Research, it was soon adopted and adapted by many higher education “movements,” organizations, communities of practice, and disciplines. Throughout the intervening years, this formative feedback approach has been applied, field-tested, and shared by thousands of teachers in colleges and universities across the United States and beyond. Classroom Assessment has been disseminated, promoted, and employed by national- and state-level higher education associations, disciplinary and professional societies, and used on many campuses by assessment and academic/faculty development professionals. Information on Classroom Assessment Techniques (CATs) has become a common feature of teaching and learning center websites. Introductions to CATs, and training in their use, are often included in professional development (PD) for graduate teaching assistants and new faculty. Since the late 1980s, teaching scholars and educational researchers have published numerous conference papers, journal articles, book chapters, master's theses, and doctoral dissertations on Classroom Assessment.

Classroom Assessment, a late-20th–century higher education innovation, has survived, thrived, and continues to be widely used in the 21st century. Although Classroom Assessment originated in the United States, it has proven useful to teachers and learners in higher education throughout the world.

PURPOSE OF CLASSROOM ASSESSMENT

By 2023, across the world, there were more than 25,000 post-secondary institutions of all kinds enrolling approximately 235 million students (UNESCO, 2023). In the United States alone, there were more than 3,500 degree-granting institutions, enrolling nearly 16 million students (Irwin et al., 2022). Globally and within many countries, the diversity of post-secondary institutional missions and student demographics is enormous. Post-secondary institutions worldwide—public and private—include small, specialized trade schools, mid-sized comprehensive institutions, and massive research-intensive universities. Internationally, post-secondary students run the gamut from teenage secondary school graduates to advanced PhD students and mature adults.

However complex and diverse their missions and student bodies, all legitimate post-secondary institutions have at least one core mission in common: to educate their students. In other words, a central aim of all higher education institutions is to help students learn more effectively and efficiently than they could on their own. How well or poorly each institution performs that core educational mission depends, to a large degree, on how and how well its teachers and students engage in the work of teaching and learning. In turn, the effectiveness and quality of teaching and learning depend, to a large degree, on how and how well teachers and students get, give, and use feedback.

Although effective learning can and often does occur without the benefit of teaching—and, at times, despite it—there can be no such thing as effective teaching in the absence of learning. Teaching without learning is just talking. That talking may be extremely engaging and entertaining. It may be extraordinarily erudite and informed. But talking that does not result in student learning is not teaching. Of course, no teacher, however dedicated, gifted, or skilled, can make a student learn. Students must also take an active role in their education and put in the effort necessary to learn. What all teachers can and should do is provide every student with equitable opportunities to learn. But without assessment and feedback, teachers cannot determine whether those learning opportunities are being provided equitably or used effectively.

At the most fundamental level, Classroom Assessment is about asking, not assuming. College and university teachers who do assume that students are learning what they are striving to teach them are sometimes surprised and disappointed by evidence to the contrary when they grade exams, papers, projects, or performances. Too often, until assessed in some way, students themselves may not even realize they have failed to learn core skills and knowledge, or have not learned them as well as expected. There can be gaps, sometimes quite worrisome ones, between what was taught and what has been learned. Unfortunately, by the time teachers discover gaps in their students' learning, it is often too late. What could have been timely learning diagnoses too often become autopsies.

To avoid such unhappy late surprises, both teachers and students need effective, efficient ways to monitor learning processes and progress, detect gaps, and make necessary adjustments throughout courses. For example, suppose a teacher's main goal is for students learn all points A through Z. To achieve that goal, that teacher needs first to discover whether all students are really starting at point A, and, as the course proceeds, whether all have reached intermediate points B, L, Q, and so on. Given the risk of gaps, it would be unwise to assess students' learning only when the syllabus has arrived at midterm point M and final point Z.

Classroom Assessment is designed specifically to investigate how well students are learning at those initial and intermediate points, identify gaps, and provide teachers and students with timely and useful information for improvement when needed. Used well, Classroom Assessment minimizes unpleasant surprises on high-stakes assessments. Fortunately, feedback from Classroom Assessment can also lead to positive surprises. At times, students outperform expectations, creating opportunities for teachers to investigate and learn from how they succeeded, and, perhaps, to raise the challenge levels of their courses.

Through practice in using Classroom Assessment, teachers can become better able to assess, evaluate, understand, and promote learning, and, at the same time, increase their ability to help students themselves become self-assessing, self-directed, self-regulating learners. Simply put, the central purpose of Classroom Assessment is to empower both teachers and their students to monitor, understand, and improve the quality of learning in and beyond the classroom—whether those classrooms are physical, virtual, or hybrid.

DEFINING CHARACTERISTICS OF CLASSROOM ASSESSMENT

In the United States, it often seems that higher education and kindergarten through grade 12 (PK–12) education are two related sectors separated by a common language. Each sector has its own vocabulary and jargon, often with different terms meaning the same thing, or the same terms meaning quite different things. For that reason, it is important to note that the term classroom assessment has long-standing, different, and much broader meanings in U.S. pre-school, elementary, and secondary education than it does in U.S. higher education (see Airasian & Russell, 2011; Brookhart & McMillan, 2020). This chapter will, therefore, define classroom assessment as it will be used throughout this handbook, and as the term is often used in American higher education. To differentiate its use in this text from other possible meanings, the term Classroom Assessment will be capitalized throughout.

Classroom Assessment is…

formative,

evidence-based,

learning-centered,

teacher-directed,

constructively aligned,

mutually beneficial,

metacognitive,

context-specific,

firmly rooted in good teaching practice, and

inclusive and equitable.

The following section elaborates each of the 10 characteristics that define Classroom Assessment.

FORMATIVE

Classroom Assessment is a formative, rather than summative, approach to learning assessment and feedback.

There is general agreement among educators that summative assessment involves gathering and documenting information on learners' knowledge and skills—typically at the end of a course, program, or other learning experience. The main purpose of summative assessment is to provide information for summing up, for making judgments and decisions such as who passes a course of study, who is accepted into a college or university, who receives a scholarship or bursary, who is awarded a diploma or degree, and who is licensed to practice a profession. Typical summative assessments are course-level final examinations, final papers and projects, entrance and exit exams, and standardized state and national educational progress tests. Results of summative assessments are usually communicated after the fact via grades, report cards, letters of acceptance or rejection, and state and national accountability reports. For all these reasons, the high stakes involved in summative assessments can provoke high anxiety in some learners.

Regarding definitions of formative assessment, however, there is much less consensus. One simple definition is that formative assessment tells us—in relation to where we want to go—where we are now, and how best to get to our desired destination. A more formal, scholarly characterization from The Handbook of Formative Assessment in the Disciplines (Andrade et al., 2019) captures the gist of many current definitions in the higher education literature:

As part of a planned assessment system, formative assessment supports teachers' and students' inferences about strengths, weaknesses, and opportunities in learning. It is a source of information that educators can use in instructional planning and students can use in deepening their understandings, improving their achievement, taking responsibility for, and self-regulating, their learning. Formative assessment includes both general principles, and discipline-specific elements that comprise the formal and informal materials, collaborative processes, ways of knowing, and habits of mind particular to a content domain. (p. 14)

Formative assessments are typically back loaded, in contrast to summative assessments that require significant work prior to the assessment (e.g., instructors writing the exam; students studying for the exam). For teachers and students, most of the work involved with formative assessments occurs after the data are gathered. At that point, the most challenging tasks for teachers involve analyzing the data, providing students with relevant feedback and guidance on how to use that feedback to improve in future, and making any indicated changes in instruction. For their part, if students are to benefit, formative assessment requires they take teachers' feedback seriously and act on it to improve their learning and performance.

Classroom Assessment is one of many approaches to formative assessment. As such, its primary purpose is to inform and form students' understanding of their learning to help them improve both their practice and their performance. A secondary, but very important, formative purpose of Classroom Assessment is to inform and form teachers' understanding of the effects of their teaching on student learning. In this way, Classroom Assessment can provide teachers with useful, actionable information to revise and adjust their teaching practices to benefit their current students.

EVIDENCE-BASED

The use of evidence-based rather than research-based as a defining characteristic is intentional. The process of Classroom Assessment and the techniques included in this handbook are based on and informed by the best current, available evidence. Wherever possible, this handbook provides references to relevant educational research, research reviews, and meta-analyses published in peer-reviewed academic journals. High-quality research on post-secondary teaching and learning is, however, not equally available regarding all key topics and all disciplines. Post-secondary teachers in accounting, engineering, physics, biology, nursing, medicine, and psychology, for example, all have relatively long and deep discipline-based educational research traditions on which to draw. In many other fields, however, discipline-based education research is a more recent and less well-developed area of scholarship.

In the third decade of the 21st century, we have access to robust evidence about how people learn and what promotes student learning, in general (see Hattie & Yates, 2014; Lovett et al., 2023; Zakrajsek & Nilson, 2023). In higher education, reviews of powerful, high-level meta-analyses demonstrate the benefit of decades of high-quality educational research (Mayhew et al., 2016; Schneider & Preckel, 2017). At this point, we understand from research that factors such as clear learning goals, high expectations, clear standards, effective assessment, and timely formative feedback promote student learning, just as we know from research that clean water and air, good nutrition, and adequate exercise support good health.

Yet, in many cases, we still lack compelling evidence about exactly what works for different teachers teaching unique students in a variety of circumstances in particular disciplines. Consequently, in those cases where relevant peer-reviewed educational research is not yet available to support specific CATs, other sources of evidence have been sought. In some instances, the only relevant evidence comes from firsthand accounts of Classroom Assessment experiences published by scholarly teachers. Some of these firsthand accounts are based on sophisticated examples of the Scholarship of Teaching and Learning (SoTL), such as case studies and quasi-experiments. Others are simple descriptions of how Classroom Assessment was used. Still others focus mainly on students' perceptions of CATs. As a result, available evidence for the effectiveness of individual CATs included in this handbook varies in type, amount, and strength. Given that some evidence is usually better than none, I trust readers to evaluate the relevance of evidence provided to their specific disciplines, students, and teaching contexts and goals.

LEARNING-CENTERED