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ERIC Number: ED355610
Record Type: Non-Journal
Publication Date: 1992-Oct
Pages: 11
Abstractor: N/A
Reference Count: N/A
Classroom Research: If It's So Simple, How Can It Be Any Good?
Berry, Elizabeth
Classroom research involves a number of techniques for careful and systematic observation of the process of teaching and learning. Its primary purpose is not to seek generalizations about teaching and learning, but to discover specific localized "truths" for a particular classroom. It involves classroom assessment, consisting of small-scale assessments conducted continuously in the classroom to determine what students are learning in that class. At California State University, Northridge, there has been an ongoing classroom research group with participants from many disciplines. Examples from courses in journalism, child development, and speech communication illustrate the kinds of techniques found useful in classroom assessment projects. However, faculty should ask only those questions they are prepared to answer, and realize that classroom research takes time. The classroom researcher should: (1) start small; (2) start with assessable goals; (3) get students actively involved; and (4) be flexible and willing to change. The most effective classroom assessment techniques are those that are limited, simple to analyze, and appropriate for the teacher and the subject matter. They provide valuable feedback for the teacher to use in enhancing the teaching/learning process. (A detailed description of a classroom assessment technique called "focused dialectical notes" is attached.) (SR)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A