ERIC Number: ED284896
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Using Assessment to Improve Instruction.
Cross, K. Patricia
Although experts overwhelmingly support the idea of using assessment to improve college instruction, most testing programs call for summative evaluation or accountability rather than formative evaluation. In using assessment to improve instruction it is essential to examine what decisions should be made in order to improve instruction. Institutional assessment needs to be accompanied by classroom assessment, with faculty members involved in getting feedback from students on the effectiveness of their teaching. Additional training is recommended for the teachers. Classroom assessment will add to our knowledge about teaching and its relationship to learning. In conclusion, the type of assessment information collected should be related to the type of decisions made. Since teachers make decisions about instruction, information should be collected which is helpful in making classroom decisions. The information should be collected in the classroom, close to the source of potential action. (GDC)
Descriptors: Classroom Research, College Faculty, College Instruction, Educational Assessment, Educational Policy, Evaluation Criteria, Evaluation Needs, Evaluation Utilization, Formative Evaluation, Higher Education, Information Needs, Institutional Evaluation, Instructional Improvement, Outcomes of Education, Student Evaluation, Teacher Role, Test Use
Publication Type: Speeches/Meeting Papers; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: In: Assessing the Outcomes of Higher Education; see TM 870 436.