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
By:
Thomas A. Angelo (University of Akron),
Todd D. Zakrajsek
Imprint: Jossey-Bass Inc.,U.S.
Country of Publication: United States
Edition: 3rd edition
Dimensions:
Height: 274mm,
Width: 213mm,
Spine: 28mm
Weight: 930g
ISBN: 9781119860167
ISBN 10: 1119860164
Pages: 496
Publication Date: 08 July 2024
Audience:
Professional and scholarly
,
Undergraduate
Format: Paperback
Publisher's Status: Active
Dedication to K. Patricia Cross and Richard J. Light v Acknowledgments xi About the Authors xiii Preface xv Part One: An Introduction to Classroom Assessment 1 1. What Is Classroom Assessment? 3 2. Getting and Giving Feedback for Learning 19 3. First Steps: Getting Started in Classroom Assessment 29 Part Two: Doing Classroom Assessment 39 4. Next Steps: Embedding Classroom Assessment into Courses 41 5. The Minute Paper: An Illustrative Case Study 65 6. 12 Examples of Course- Embedded Classroom Assessment 81 Part Three: Classroom Assessment Techniques 111 7. Finding and Choosing the Right Classroom Assessment Techniques 113 8. Knowledge, Recall, and Understanding 117 Plus-Minus-Question Mark 121 Background Knowledge Probe 125 Misconception/Preconception Check 130 Concept Questions 135 Focused Listing 141 Empty Outline 145 Memory Matrix 149 One-Sentence Summary 154 Minute Paper 158 Muddiest Point 163 9. Application 167 RSQC2 (Recall, Summarize, Question, Connect, and Comment) 169 Directed Paraphrasing 174 Applications Card 178 Paper or Project Prospectus 182 Performance Checklist 187 10. Problem Solving 191 Problem Recognition Tasks 193 What’s the Principle? 197 What’s Missing? or Who’s Missing? 201 Documented Problem Solution 205 Predict-Observe-Explain 209 11. Analysis and Critical Thinking 213 Categorizing Grid 215 Blooming 218 Defining Features Matrix 223 Content, Form, and Function Matrix 227 Pros-Cons-Questions 231 Analytic Memo 235 Error Analysis 239 12. Synthesis and Creative Thinking 243 Word Journal 245 Approximate Analogy 249 Student-Generated Questions 253 Concept Map 258 Invented Dialogue 263 13. Attitudes and Values 269 Opinion/Attitude Poll 271 Values Affirmation 275 Double-Entry Journal 279 Profiles of Admirable Individuals 283 Ethical Dilemma 287 14. Self- Assessment as Learners 291 Learning Interests Assessment 293 Course-Specific Mindset Assessment 297 Goal Ranking and Matching 302 Learner Autobiography 306 15. Learning and Study Skills 311 Study Strategies Assessment 313 Deliberate Practice Assessment 317 Learning and Study Time Log 321 Diagnostic Learning Log 326 Exam Wrapper 330 16. Perceptions of Learning Activities and Assessment 335 Feedback on Feedback 337 Group Work/Teamwork Assessment 341 Reading/Video Ratings 345 Assignment Feedback Form 350 Exam Feedback Form 354 17. Perceptions of Teaching and Courses 359 Teacher-Designed Feedback Form 361 Group Informal Feedback on Teaching 365 Course Feedback Team 370 Exit Ticket and Four More 374 Resources A. Chapter Discussion Questions by Todd Zakrajsek 379 B. Alphabetical Index of CATs by Name 385 C. Index of CATs by Discipline Examples 387 D. The Course Learning Outcomes Inventory (CLOI): Self-Scorable Version 393 E. The Course Learning Outcomes Inventory (CLOI) Self-Scoring Worksheet 399 F. Index of CATs by Course Learning Outcomes Inventory (CLOI) Outcomes 403 G. Teaching Goals Inventory (TGI): Self-Scorable Version 417 H. Teaching Goals Inventory (TGI) Self-Scoring Worksheet 421 I. Index of CATs by Teaching Goals Inventory (TGI) Goals 423 J. Index of CATs by Bloom’s (2001) Revised Taxonomy of Cognitive Outcomes Levels 437 K. Index of CATs by Biggs and Collis’s SOLO Taxonomy Levels 441 L. Index of CATs by Fink’s Taxonomy of Significant Learning Categories 445 M. Minute Paper References 449 N. Acknowledgments from the 1988 and 1993 Versions 453 References 457 Author Index 465 Subject Index 473
Thomas A. Angelo, EdD, has been a university faculty member, faculty developer, educational researcher, and academic administrator in the U.S., New Zealand, and Australia. He has consulted on curriculum design, teaching, learning, and assessment in 20 countries and in all 50 states. He is the co-author, with Dr. K. Patricia Cross, of the Second Edition of Classroom Assessment Techniques. Todd D. Zakrajsek, PhD, is an associate professor at UNC-Chapel Hill and Director of four annual Lilly Conferences on Evidence-Based Teaching and Learning. Zakrajsek has authored/co-authored six books on various topics related to effective teaching in higher education and is frequently requested to present conference keynotes and campus workshops.
