Classroom Assessment Techniques: A Handbook for College Teachers.

1995 ◽  
Vol 66 (1) ◽  
pp. 108 ◽  
Author(s):  
Nancy Van Note Chism ◽  
Thomas A. Angelo ◽  
K. Patricia Cross
Keyword(s):  
Classroom Assessment ◽  
College Teachers ◽  
Assessment Techniques

scholarly journals Book Review: Classroom Assessment Techniques for Librarians

2015 ◽  
Vol 55 (2) ◽  
pp. 169
Author(s):  
Calantha Tillotson
Keyword(s):  
Classroom Assessment ◽  
Academic Library ◽  
Educational Assessment ◽  
Library Instruction ◽  
Assessment Program ◽  
Assessment Techniques

Melissa Bowles-Terry and Cassandra Kvenild present Classroom Assessment Techniques for Librarians as a toolbox for instruction librarians seeking to create an assessment program in their academic library. Beginning by providing a basic introduction to educational assessment theory, Bowles-Terry and Kvenild build a foundation of understanding with their fellow instruction librarians regarding what assessment means and why it should be used in any library instruction program.

scholarly journals 424 Do classroom assessment techniques improve student learning in an introduction to animal science laboratory course?

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 180-180
Author(s):  
Amy Abrams ◽  
Katelyn Zeamer ◽  
Rosemarie Nold ◽  
Michael Gonda
Keyword(s):  
Classroom Assessment ◽  
Student Perception ◽  
Animal Science ◽  
Final Exam ◽  
Learning Abilities ◽  
Chi Squared ◽  
Assessment Activity ◽  
Assessment Techniques ◽  
Effective Use ◽  
And Control

Abstract Classroom assessment techniques (CATs) may be valuable for engaging students in the learning process, monitoring students’ learning, and establishing a communication feedback loop. However, CATs have not been evaluated in Animal Science classes. Our objective was to test if CATs affected final exam grades and students’ perception of learning among Animal Science students. Our sample consisted of students (n = 95) enrolled in four laboratory sections (n = 24 per lab section) of an Introduction to Animal Science course at South Dakota State University. Two sections were randomly selected to complete CATs at the conclusion of each laboratory period. Assessments forms encouraged students to reflect, seek clarification, and evaluate their confidence on that day’s material. A rubric was used to evaluate quality of the assessment responses throughout the semester. Feedback was provided at the beginning of the next week’s laboratory period to clarify material that students had expressed difficulty understanding. Final exam grades were compared between assessment and control groups using a Students t-test. Data were collected on student perception of classroom engagement, communication, and learning abilities through a Likert scale survey administered at the end of the semester. Surveys administered to students that participated in the CAT included additional questions to evaluate assessment effectiveness. Survey data was analyzed using a chi-squared test to evaluate differences between lab sections for general questions and within lab sections for assessment-specific questions. No differences (P > 0.05) between groups were observed for final exam grades. Students that participated in the CAT perceived that the CAT positively impacted their ability to learn, provided guidance for study material, and was an effective use of classroom time (P < 0.05). The CAT was viewed favorably by students who participated in the assessment activity, although participation in the CAT was not associated with increased final exam scores.

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