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ERIC Number: ED436119
Record Type: RIE
Publication Date: 1999-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Classroom Assessment Techniques Designed for Technology.
Martin, Mary Barone
Thomas A. Angelo and K. Patricia Cross have developed strategies for assessing classroom teaching effectiveness at the college level. The assessments are generally ungraded activities which focus on current course work. This paper examines the following assessment activities within the context of teaching and technology: (1) "Muddiest Point"--students jot down the muddiest point from a lecture, and the instructor addresses frequently mentioned points at the next lecture; (2) Empty Outlines--students outline a portion of the lecture in a limited amount of time; (3) Minute Paper--students record the most important thing learned during the class; (4) Double-Entry Journals--students make notes about readings, then explain reactions to their notes; (5) Course-Related Self-Confidence Surveys--students assess their self-confidence regarding specific skills; (6) "To Use or Not to Use" Analysis--students prepare a recommendation for use of technology to solve a problem; (7) Procedure Brochures--students form a brochure providing directions for solution of a problem; (8) Keystroke Reports--one student works a problem using technology, while another records keystrokes used; (9) Technology Maps--students provide a map/directory path for technological operations; (10) Technology Chain--students cooperatively outline steps in a procedure that uses technology; (11) Pen Pals--students write/e-mail a classmate about processes/concepts learned; and (12) Benefits Analysis--students analyze benefits of the use of technology on that day. (MES)
For full text: .
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Mid-South Instructional Technology Conference (Murfreesboro, TN, March 28-30, 1999); see IR 019 734.