Classroom Assessment Techniques: An Assessment and Student Evaluation Method
Author(s)
Dawn-Marie Walker*
ABSTRACT
Some of the challenges that face Higher Education are how to ensure that assessment is meaningful and that feedback is prompt in order to promote learning. Another issue is how to provide lecturers with feedback regarding their efficacy, in a timely and non-judgmental manner. This paper proposes that Classroom Assessment Techniques (Angelo and Cross, 1993), maybe a good way of answering both of those issues. They are quick and easy tasks set within the lecture, which tests the student’s knowledge, providing an immediate opportunity for further elaboration if needed by the lecturer, therefore providing immediate feedback to the students. It also ensures that the lecturer has delivered the most salient messages, therefore also providing feedback to the lecturer.
Some of the challenges that face Higher Education are how to ensure that assessment is meaningful and that feedback is prompt in order to promote learning. Another issue is how to provide lecturers with feedback regarding their efficacy, in a timely and non-judgmental manner. This paper proposes that Classroom Assessment Techniques (Angelo and Cross, 1993), maybe a good way of answering both of those issues. They are quick and easy tasks set within the lecture, which tests the student’s knowledge, providing an immediate opportunity for further elaboration if needed by the lecturer, therefore providing immediate feedback to the students. It also ensures that the lecturer has delivered the most salient messages, therefore also providing feedback to the lecturer.
Cite this paper
Walker, D. (2012). Classroom Assessment Techniques: An Assessment and Student Evaluation Method. Creative Education, 3, 903-907. doi: 10.4236/ce.2012.326136.
Walker, D. (2012). Classroom Assessment Techniques: An Assessment and Student Evaluation Method. Creative Education, 3, 903-907. doi: 10.4236/ce.2012.326136.
References
[1] Angelo, T. A. (1991). Classroom research: Early lessons from success. San Francisco, CA: Jossey-Bass. [2] Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques—A handbook for college-teachers. San Francisco, CA: Jossey-Bass Publishers. [3] Ballentyne, R., Borthwick, J., & Packer, J. (2000). Beyond student evaluation of teaching: Identifying and addressing academic staff development needs. Assessment and Evaluation in Higher Education, 25, 211-236. [4] Barnett, R. (2007). Assessment in Higher Education. In D. Boud, & N. Falchicov (Eds.), Re-thinking assessment in higher education: Learning for the longer term (pp. 29-40). London: Routledge Taylor and Francis. [5] Biggs, J. (1987). Student Approaches to Learning and Studying. Hawthorn, VIC: Australian Council for Educational Research. [6] Biggs, J. (1993). What do inventories of students’ learning process really measure? A theoretical review and clarification. British Journal of Educational Psychology, 83, 3-19. doi:10.1111/j.2044-8279.1993.tb01038.x [7] Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74. doi:10.1080/0969595980050102 [8] Catlin, A., & Kalina, M. (1993). What Is the Effect of the Cross/Angelo Model of Classroom Assessment on Student Outcome? A Study of the Classroom Assessment Project at Eight California Community Colleges. Sacramento, CA: California Community College Chancellor’s Office. [9] Chadwick, K., & Ward, J. (1987). Determinants of consumer satisfaction with education: Implications for college & university administrators. College and University, 2, 236-246. [10] Coaldrake, O. P., & Stedman, L. (1998). On the brink: Australia’s universities confronting their future. St. Lucia, Qld: University of Queensland Press. [11] Collis, B. (1996). Tele-learning in a Digital World: The future of distance learning. London: International Thomson Computer Press. [12] Covington, M. V. (1997). A motivational analysis of academic life in college. In R. P. Perry, & J. C. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 61-100). New York: Agathon Press. [13] Cross, P., & Steadman, M. (1996). Classroom Research: Implementing the scholarship of teaching. San Francisco, CA: Jossey-Bass. [14] Dochy, F., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23, 279-298. doi:10.1016/S0191-491X(97)86211-6 [15] Dweck, C. (1999). Self-Theories: their role in motivation, personality and development. Philadelphia, PA: Psychology Press. [16] Enerson, D. N., Plank, K. M., & Johnson, R. N. (2007). An Introduction to Classroom Assessment Techniques. University Park, Pennsylvania: Penn State. [17] National Teaching and Learning Forum (1998). Classroom assessment techniques (2nd ed.). New York: Jossey-Bass. www.ntlf.com/html/lib/bib/assess.htm [18] Freeman, R., & Lewis, R. (1998). Planning and implementing assessment. London: Kogan Page. [19] Gibbs, G. (2006). Why assessment is changing. In C. Bryan, & K. Clegg (Eds.), Innovative assessment in higher education (pp. 11-22). Abingdon: Routledge. [20] Henderson, T. (2001). Classroom assessment techniques in asynchronous learning networks. The Technology Source. [21] Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback. The Higher Education Academy. URL (last checked 12 October 2012). [22] Laurillard, D. (1996). How should UK Higher Education Make Best Use of New Technology? Glasgow: Association for Learning Technology. [23] Lowman, J., & Mathie, V. A. (1993). What should graduate teaching assistants know about teaching? Teaching of Psychology, 20, 84-88. doi:10.1207/s15328023top2002_4 [24] Markett, C., Sanchez, I. A., Weber, S., & Tangney, B. (2006). Using short message service to encourage interactivity in the classroom. Computers & Education, 46, 280-293. doi:10.1016/j.compedu.2005.11.014 [25] Marsh, H. W. (1987). Students’ evaluation of university teaching: Research findings, methodological issues and directions for future research. International Journal of Educational Research, 11, 253-388. doi:10.1016/0883-0355(87)90001-2 [26] Martin, M. B. (2011). Classroom Assessment Techniques Designed for Technology. URL (last checked 29 August 2012). [27] Marton, F., & Saljo, R. (1976). On Qualitative Differences in Learning-1: Outcome and process. British Journal of Education Psychology, 46, 4-11. doi:10.1111/j.2044-8279.1976.tb02980.x [28] Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3, 1-6. doi:10.1080/08923648909526659 [29] Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218. doi:10.1080/03075070600572090 [30] Norton, L. S., Tilley, A. J., Newstead, S. E., & Franklyn-Stokes, A. (2001). The pressures of assessment in undergraduate courses and their effect on student behaviors. Assessment & Evaluation in Higher Education, 26, 269-284. doi:10.1080/02602930120052422 [31] Perry, R. P. (1997). Teaching effectively: Which students? What methods? In R. P. Perry, & J. C. Smart (Eds.), Effective teaching in higher education: research and practice (pp. 154-170). New York: Agathon Press. [32] Platt, M. (1993). What student evaluations teach. Perspectives in Political Science, 22, 29-40. doi:10.1080/10457097.1993.9944516 [33] Ramsden, P. (1992). Learning to teach in higher education. London: Routledge. doi:10.4324/9780203413937 [34] Shelvin, M., Banyard, P., Davies, M., & Griffiths, M. (2000). The validity of student evaluation of teaching in higher education: Love me, love my lectures? Assessment and Evaluation in Higher Education, 25, 397-405. doi:10.1080/713611436 [35] Stefani, L., & Nicol, D. (1997). From teacher to facilitator of collaborative enquiry. In S. Armstrong, G. Thompson, & S. W. Brown (Eds.), Facing up to radical changes in universities and colleges (pp. 131-140). London: Kogan Page. [36] Swartz, C. W., White, K. P., & Stuck, G. B. (1990). The factorial structure of the North Carolina teacher performance appraisal instrument. Educational and Psychological Measurement, 50, 175-185. doi:10.1177/0013164490501021
[1] Angelo, T. A. (1991). Classroom research: Early lessons from success. San Francisco, CA: Jossey-Bass. [2] Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques—A handbook for college-teachers. San Francisco, CA: Jossey-Bass Publishers. [3] Ballentyne, R., Borthwick, J., & Packer, J. (2000). Beyond student evaluation of teaching: Identifying and addressing academic staff development needs. Assessment and Evaluation in Higher Education, 25, 211-236. [4] Barnett, R. (2007). Assessment in Higher Education. In D. Boud, & N. Falchicov (Eds.), Re-thinking assessment in higher education: Learning for the longer term (pp. 29-40). London: Routledge Taylor and Francis. [5] Biggs, J. (1987). Student Approaches to Learning and Studying. Hawthorn, VIC: Australian Council for Educational Research. [6] Biggs, J. (1993). What do inventories of students’ learning process really measure? A theoretical review and clarification. British Journal of Educational Psychology, 83, 3-19. doi:10.1111/j.2044-8279.1993.tb01038.x [7] Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74. doi:10.1080/0969595980050102 [8] Catlin, A., & Kalina, M. (1993). What Is the Effect of the Cross/Angelo Model of Classroom Assessment on Student Outcome? A Study of the Classroom Assessment Project at Eight California Community Colleges. Sacramento, CA: California Community College Chancellor’s Office. [9] Chadwick, K., & Ward, J. (1987). Determinants of consumer satisfaction with education: Implications for college & university administrators. College and University, 2, 236-246. [10] Coaldrake, O. P., & Stedman, L. (1998). On the brink: Australia’s universities confronting their future. St. Lucia, Qld: University of Queensland Press. [11] Collis, B. (1996). Tele-learning in a Digital World: The future of distance learning. London: International Thomson Computer Press. [12] Covington, M. V. (1997). A motivational analysis of academic life in college. In R. P. Perry, & J. C. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 61-100). New York: Agathon Press. [13] Cross, P., & Steadman, M. (1996). Classroom Research: Implementing the scholarship of teaching. San Francisco, CA: Jossey-Bass. [14] Dochy, F., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23, 279-298. doi:10.1016/S0191-491X(97)86211-6 [15] Dweck, C. (1999). Self-Theories: their role in motivation, personality and development. Philadelphia, PA: Psychology Press. [16] Enerson, D. N., Plank, K. M., & Johnson, R. N. (2007). An Introduction to Classroom Assessment Techniques. University Park, Pennsylvania: Penn State. [17] National Teaching and Learning Forum (1998). Classroom assessment techniques (2nd ed.). New York: Jossey-Bass. www.ntlf.com/html/lib/bib/assess.htm [18] Freeman, R., & Lewis, R. (1998). Planning and implementing assessment. London: Kogan Page. [19] Gibbs, G. (2006). Why assessment is changing. In C. Bryan, & K. Clegg (Eds.), Innovative assessment in higher education (pp. 11-22). Abingdon: Routledge. [20] Henderson, T. (2001). Classroom assessment techniques in asynchronous learning networks. The Technology Source. [21] Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback. The Higher Education Academy. URL (last checked 12 October 2012). [22] Laurillard, D. (1996). How should UK Higher Education Make Best Use of New Technology? Glasgow: Association for Learning Technology. [23] Lowman, J., & Mathie, V. A. (1993). What should graduate teaching assistants know about teaching? Teaching of Psychology, 20, 84-88. doi:10.1207/s15328023top2002_4 [24] Markett, C., Sanchez, I. A., Weber, S., & Tangney, B. (2006). Using short message service to encourage interactivity in the classroom. Computers & Education, 46, 280-293. doi:10.1016/j.compedu.2005.11.014 [25] Marsh, H. W. (1987). Students’ evaluation of university teaching: Research findings, methodological issues and directions for future research. International Journal of Educational Research, 11, 253-388. doi:10.1016/0883-0355(87)90001-2 [26] Martin, M. B. (2011). Classroom Assessment Techniques Designed for Technology. URL (last checked 29 August 2012). [27] Marton, F., & Saljo, R. (1976). On Qualitative Differences in Learning-1: Outcome and process. British Journal of Education Psychology, 46, 4-11. doi:10.1111/j.2044-8279.1976.tb02980.x [28] Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3, 1-6. doi:10.1080/08923648909526659 [29] Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218. doi:10.1080/03075070600572090 [30] Norton, L. S., Tilley, A. J., Newstead, S. E., & Franklyn-Stokes, A. (2001). The pressures of assessment in undergraduate courses and their effect on student behaviors. Assessment & Evaluation in Higher Education, 26, 269-284. doi:10.1080/02602930120052422 [31] Perry, R. P. (1997). Teaching effectively: Which students? What methods? In R. P. Perry, & J. C. Smart (Eds.), Effective teaching in higher education: research and practice (pp. 154-170). New York: Agathon Press. [32] Platt, M. (1993). What student evaluations teach. Perspectives in Political Science, 22, 29-40. doi:10.1080/10457097.1993.9944516 [33] Ramsden, P. (1992). Learning to teach in higher education. London: Routledge. doi:10.4324/9780203413937 [34] Shelvin, M., Banyard, P., Davies, M., & Griffiths, M. (2000). The validity of student evaluation of teaching in higher education: Love me, love my lectures? Assessment and Evaluation in Higher Education, 25, 397-405. doi:10.1080/713611436 [35] Stefani, L., & Nicol, D. (1997). From teacher to facilitator of collaborative enquiry. In S. Armstrong, G. Thompson, & S. W. Brown (Eds.), Facing up to radical changes in universities and colleges (pp. 131-140). London: Kogan Page. [36] Swartz, C. W., White, K. P., & Stuck, G. B. (1990). The factorial structure of the North Carolina teacher performance appraisal instrument. Educational and Psychological Measurement, 50, 175-185. doi:10.1177/0013164490501021