Classroom Assessment Techniques: A Handbook for College Teachers Paperback - 1993

From the rear cover

CLASSROOM ASSESSMENT TECHNIQUES

How well are college students learning? How effectively are faculty learning? Teachers themselves are the closest observers of learning as it takes place in their classrooms--and thus have the opportunity to become the most effective assessors and improvers of their own teaching. But in order for teaching to improve, teachers must first be able to discover when they are off course, how far off they are, and how to get back on the right track. In Classroom Assessment Techniques, Thomas A. Angelo and K. Patricia Cross provide a practical hand- book to help college faculty--and teachers in other settings--develop a better understanding of the learning process in their own classrooms and assess the impact of their teaching upon it.

This revised and greatly expanded edition of their 1988 handbook now includes a self-contained self-assessment device--the Teaching Goals Inventory--for identifying and clarifying instructional goals. And the book offers teachers at all levels of experience detailed, how-to advice on Classroom Assessment--from what it is and how it works to how to plan, implement, and analyze assessment projects. The authors illustrate their approach through numerous case studies and examples that detail the real- life classroom experiences of teachers carrying out successful classroom assessment projects.

The book features fifty valuable Classroom Assessment Techniques, each presented in a format that provides an estimate of the ease of use, a concise description, step-by-step procedures for adapting and administering the technique, practical advice on how to analyze the data, pros, cons, caveats, and other useful information. These fifty Classroom Assessment Techniques are cross-indexed so that teachers can easily locate the appropri- ate techniques for assessing their particular teaching goals in their academic disciplines. Techniques are also indexed for their usefulness in assessing content knowledge, higher-order thinking skills, course-related attitudes and values, and students' reactions to the course.