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ERIC Number: EJ1127639
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-2159-0281
Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom
Bergquist, Emily; Holbeck, Rick
Journal of Instructional Research, v3 p3-7 2014
Formative assessments are an important part of the teaching and learning cycle. Instructors need to monitor student learning and check for understanding throughout the instructional phase of teaching to confirm that students understand the objective before embarking on the summative assessment. Typically, online classrooms are developed with weekly learning modules that end with a summative assessment in the form of an assignment or quiz. This leaves instructors with the task of constructing formative assessments each week. This article establishes a conceptual model for online classes that demonstrates the steps for implementing Angelo and Cross's (1993) Classroom Assessment Techniques (CATs) in this modality. Steps to implement CATs in the online classroom will be discussed.
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A