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Classroom Assessment Techniques: A Handbook for College Teachers, by Thomas A. Angelo, K. Patricia Cross
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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.
- Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
- Fifty classroom assessment techniques
- Step-by-step procedures for administering the techniques
- Practical advice on how to analyze your data
- Sales Rank: #71602 in Books
- Published on: 1993-03-12
- Original language: English
- Number of items: 1
- Dimensions: 10.90" h x .85" w x 8.50" l, 2.78 pounds
- Binding: Paperback
- 448 pages
Review
In the eleven years since the first edition of this book was published, Classroom Assessment has become increasingly useful in the teacher’s arsenal of tools.
Once the concepts of CAT are understood, the instructor can move on to create course-specific techniques tailored to his or her teaching style and the learning styles of a particular class, thus greatly enhancing the usefulness of Classroom Assessment.
This book is extremely useful and would be a worthy addition to both teachers’ and advisors’ libraries.
—Cynthia A. Walker, Ph.D., From NACADA Journal
From the Inside Flap
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment—from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
From the Back Cover
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment—from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
Most helpful customer reviews
1 of 1 people found the following review helpful.
A must-have for any college teacher
By G. Mynhardt
I was introduced to this book as a teaching assistant during graduate school. It is a priceless, and extremely useful addition to any teacher's repertoire.
If you are looking for a variety of techniques to gauge student interest, prior knowledge, attitudes towards specific activities or projects, or to test basic knowledge after introducing a concept, this is the book to get. Each of the 50 different classroom assessment techniques (CATs) are discussed in terms of applicability, step-by-step instructions, level of difficulty, and field in which the CAT may be used. The very commonly used "muddiest point" or "one-sentence summary" are classics that I use over and over the in classroom. My students have responded positively to these, and my teaching has improved remarkably since my first years as a teacher.
I highly recommend this book as a go-to for any college teacher, teaching assistant, and both lecture/recitation and lab instructors. Many of the activities provide quick and easy ways to identify your students' misconceptions, and to make sure everyone is on the same page. Why not maximize your teaching (and students' learning) that doesn't require hours of preparation? Get this book. It will change your classroom in small, but significant ways.
91 of 92 people found the following review helpful.
Both more and less than I expected
By R. Kelly Wagner
The rating of 4 stars I'm giving this is a combination of 3 stars and 5 stars. Some of the techniques presented are worth the 5 stars; the lack of actual forms or examples as administered is the 3 stars. There are many examples of each technique, but all are given as narrative descriptions, not as copies of the assessment form or handout.
One thing potential buyers should be aware of: THIS IS NOT A BOOK ABOUT GIVING TESTS. If you are looking for how to write tests, how to test your students, how to design exams, try James Popham or something similar. This is a book full of ways to survey your students to determine whether they are ready to learn, whether they are ready to absorb more information, whether they are understanding the material - but not tests.
Let me give you examples of the techniques I found immediately useful:
Technique #1: Background Knowledge Probe. This is to be given at the first class meeting, to see whether your students know what they're supposed to before they start your class. Here's how I administered it: I teach a course called "Quantitative Applications Software." It's mainly about using Microsoft Excel and related spreadsheets, and it's primarily for business majors to fill their core computer requirement. I prepared a survey form which had about 20 questions in all, with three columns to check off: "Know how to do this" (have studies it, remember it, can calculate it), "Have heard of this" (the concept is familiar but I don't remember how to figure it) and "Not familiar with this." The items to rate were divided into 3 categories: math knowledge (Square roots, exponents, order of operations); business concepts (compound interest, present value, mortgages, multi-state sales taxes) and Excel concepts - which is what the students would be learning, but some already know (built-in statistical functions, calculating loan payments, setting up invoicing systems, working with multiple files.) The students filled out this survey anonymously, so no one had to be embarrassed, and then after scanning the surveys, I announced that people who were unsure of the math concepts could get tutoring, people who knew all the Excel concepts might be able to test out of the course, and for everybody else, I would have an idea of how much time to spend explaining background math before introducing an Excel function.
Technique #25: Student-generated test questions. Students have to generate both questions and answers. This allows you to see what they think is the most important material they've studied so far, whether they've done only the homework or also studied handouts and their lecture notes, and whether they can organize their thinking. This one should be done only after you've already given the students at least one exam or a few quizzes, so that they know the length and difficulty of questions you expect.
On the other hand, many of the techniques are not very useful for my subject area - some are writing-intensive and don't fit in with a course that is mostly hands-on lab work; some require students to list pros and cons of something - not necessarily feasible in a course where there's a fixed minimum of material that MUST be covered, whether the students like it or not. More useful, I suspect, for classes where there are issues and current events and discussions, than for computer science basics.
0 of 0 people found the following review helpful.
Great activities for formative assessment!
By Stephanie
Many, many ideas for activities and teaching in the secondary and college classroom. Allows for formative assessment without the stress of exams. Most activities best suited to Humanities, Language Arts.
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