ERIC Number: EJ577643
Record Type: CIJE
Publication Date: 1998
Reference Count: 0
Do Classroom Assessment Techniques (CATs) Improve Student Learning?
Cottell, Philip; Harwood, Elaine
New Directions for Teaching and Learning, n75 p37-46 Fall 1998
In a study of effectiveness of classroom assessment techniques (CATs) on student learning, two college accounting teachers each taught two classes, one using CATs and one not using them. Course results did not suggest greater learning in CATs classes, better student participation, or more positive attitudes. Further research is recommended on the complex mix of variables affecting classroom instruction. (MSE)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Theme issue: "Classroom Assessment and Research: An Update on Uses, Approaches, and Research Findings."