Classroom Assessment Techniques

Formative Feedback Tools for College and University Teachers

Thomas A. Angelo, Todd D. Zakrajsek

• Publisher: Jossey-Bass
• Year: 2024
• Print ISBN: 9781119860167
• eBook ISBN: 9781119860174
• Edition: 3
• Topic: Education
• Subtopic: Education Administration

Classroom Assessment Techniques: Formative Feedback Tools for College and University Teachers

A practical, research-based handbook for using assessment to improve learning.

This completely revised and updated third edition of Classroom Assessment Techniques provides a research-based, engaging guide to assessing student learning where it matters most—at course and classroom levels. Informed by the latest international educational research and 30 years of classroom assessment practice, this practical handbook is designed for postsecondary teachers from all disciplines, faculty and academic developers, and assessment professionals. It offers field-tested guidance, tools, and advice for planning, designing, and implementing formative assessment in face-to-face, hybrid, and fully online classrooms, analyzing resulting data, and using that data to improve student learning.

Classroom Assessment Techniques, 3 rd Edition, is a practical, clearly written handbook for busy professionals. It contains a wealth of useful resources, including:

• 50-plus CATs (classroom assessment techniques) – flexible formative assessment tools easily adaptable for use in a wide range of disciplines and contexts.
• Case studies and examples illustrating how college and university faculty have applied these techniques to improve learning
• A new "Course Learning Outcomes Inventory" (CLOI)—a self-assessment tool for identifying and prioritizing the most relevant learning outcomes to assess
• The original "Teaching Goals Inventory" (TGI) which offers an alternate, teaching-focused approach to setting assessment priorities
• Multiple ways to quickly find the most appropriate tool. CATs are indexed by discipline examples, Bloom's Taxonomy, Biggs and Tang's SOLO Taxonomy, the CLOI, and the TGI
• Brief chapters explaining what formative assessment is, how it can improve student learning, how to gather and provide formative feedback, how to link classroom assessment with broader/other assessment efforts, and how to collaborate with students and colleagues

Each CAT provides a brief, self-contained "recipe" including a description, steps for implementation, dos and don'ts, and relevant references

Table of contents

• Cover
• Table of Contents
• Title Page
• Copyright
• Dedication to K. Patricia Cross and Richard J. Light
• Acknowledgments
• About the Authors
• Preface
• PART ONE: An Introduction to Classroom Assessment
• PART TWO: Doing Classroom Assessment
• PART THREE: Classroom Assessment Techniques
• RESOURCE A: Chapter Discussion Questions by Todd Zakrajsek
• RESOURCE B: Alphabetical Index of CATs by Name
• RESOURCE C: Index of CATs by Discipline Examples
• RESOURCE D: The Course Learning Outcomes Inventory (CLOI): Self-Scorable Version
• RESOURCE E: The Course Learning Outcomes Inventory (CLOI): Self-Scoring Worksheet
• RESOURCE F: Index of CATs by Course Learning Outcomes Inventory (CLOI) Outcomes
• RESOURCE G: Teaching Goals Inventory (TGI): Self-Scorable Version
• RESOURCE H: Teaching Goals Inventory (TGI) Self-Scoring Worksheet
• RESOURCE I: Index of CATs by Teaching Goals Inventory (TGI) Goals
• RESOURCE J: Index of CATs by Bloom's (2001) Revised Taxonomy of Cognitive Outcomes Levels
• RESOURCE K: Index of CATs by Biggs and Collis's SOLO Taxonomy Levels
• RESOURCE L: Index of CATs by Fink's Taxonomy of Significant Learning Categories
• RESOURCE M: Minute Paper References
• RESOURCE N: Acknowledgments from the 1988 and 1993 Versions
• References
• Author Index
• Subject Index
• End User License Agreement