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ERIC Number: EJ1127646
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-2159-0281
Adding Rigor to Classroom Assessment Techniques for Non-Traditional Adult Programs: A Lifecycle Improvement Approach
Thomas, Jason E.; Hornsey, Philip E.
Journal of Instructional Research, v3 p27-37 2014
Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo & Cross, 1993). A large body of literature exists surrounding the strengths and weaknesses of formative CATs. Simpson-Beck (2011) suggested insufficient quantitative evidence exists on the utility of CATs for increasing the quality of student learning. Two quantitative studies by Simpson-Beck (2011) and Cottell and Harwood (1998) indicated no such correlation. We suggest that these deficiencies as applied to adult non-traditional programs may be due to a lack of rigor in the construction of many formative CATs, as well as a failure to properly match assessments to real learning objectives. In this article, we propose a nine-step framework to facilitate proper selection of formative CATs with appropriate rigor and implementation in the classroom.
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: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A