ERIC Number: ED317097
Record Type: RIE
Publication Date: 1988-Sep
Reference Count: N/A
Classroom Assessment Techniques. A Handbook for Faculty.
Cross, K. Patricia; Angelo, Thomas A.
A handbook for faculty discusses classroom assessment techniques as part of a larger effort to improve teaching and learning in traditional college classrooms. The introduction covers criteria for selecting classroom assessment techniques, organization of the handbook, five guidelines for successfully using assessment techniques, general comments on analyzing data collected, suggestions for analyzing data collected, and general suggestions for using the handbook. Three sections follow: (1) techniques for assessing academic skills and intellectual development (assessing subject matter learning, assessing critical thinking and skill in analysis, and assessing creative thinking and skill in synthesis); (2) techniques for assessing students' self-awareness as learners and self-assessments of learning skills (assessing students' self-awareness as learners and assessing students' self-assessments of learning skills); and (3) techniques for assessing student reactions to teachers and teaching methods, course materials, activities, and assignments (assessing student reactions to teachers and teaching methods, and assessing student reactions to course materials, activities, and assignments). Contains 66 references. (SM)
Descriptors: Change Strategies, Classroom Observation Techniques, College Faculty, College Instruction, Course Evaluation, Educational Quality, Faculty Development, Guides, Higher Education, Instructional Improvement, Learning, Personnel Evaluation, Student Attitudes, Student Development, Student Evaluation of Teacher Performance, Teacher Improvement
The National Center for Research to Improve Postsecondary Teaching and Learning, 2400 School of Education Bldg., The University of Michigan, Ann Arbor, MI 48109 ($15.00).
Publication Type: Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.