In the eleven years since the first edition of this book waspublished, Classroom Assessment has become increasingly useful inthe teacher’s arsenal of tools.
Once the concepts of CAT are understood, the instructor can moveon to create course-specific techniques tailored to his or herteaching style and the learning styles of a particular class, thusgreatly enhancing the usefulness of Classroom Assessment.
This book is extremely useful and would be a worthy addition toboth teachers’ and advisors’ libraries.
–Cynthia A. Walker, Ph.D., From NACADA Journal –This text refers to the paperback edition.
There are classroom assessment technologies.
How do college students learn? How do faculty learn? The opportunity to become the most effective assessors and improvers of their own teaching exists because teachers themselves are the closest observers of learning in their classrooms. In order for teaching to improve, teachers must be able to discover when they are off course, how far off they are, and how to get back on the right track. In. Assessment techniques in the classroom. College faculty and teachers in other settings can get a better understanding of the learning process in their own classrooms with the help of a practical hand- book.
The 1988 handbook now includes a self-assessment device for identifying and clarifying instructional goals. The book gives teachers at all levels of experience detailed, how-to advice on 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, and other useful. Fifty classroom assessment techniques are cross-indexed so that teachers can easily find the techniques they need to assess their teaching goals in their academic disciplines. Techniques are used to assess content knowledge, higher-order thinking skills, course-related attitudes and values, and students’ reactions to the course.
About the Author
They are the AUTHORS.
A man named Thomas A. AngELO. He is the founding director of the Academic Development Center. He is a co-author of the 1988 edition. Assessment techniques in the classroom. And editor. There are early lessons from success. The New Directions for Teaching and Learning series was published in 1991.
The cross is named after K. PATRICIA CROSS. The Elizabeth and Edward Conner Professor of Higher Education is at the University of California, Berkeley. She is the author of six other books. Adults as learners. The text refers to the paperback edition.
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. –This text refers to the paperback edition.
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