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ERIC Number: EJ929181
Record Type: Journal
Publication Date: 2011-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1469-7874
Assessing Classroom Assessment Techniques
Simpson-Beck, Victoria
Active Learning in Higher Education, v12 n2 p125-132 Jul 2011
Classroom assessment techniques (CATs) are teaching strategies that provide formative assessments of student learning. It has been argued that the use of CATs enhances and improves student learning. Although the various types of CATs have been extensively documented and qualitatively studied, there appears to be little quantitative research assessing the effectiveness of these techniques in improving student learning. The purpose of this study was to empirically test the assertion that the Muddiest Point, a specific type of CAT, improves student learning. Study results indicated no significant difference, on average, between the control and experimental groups.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A