Focused Autobiographical Sketches: Students write a brief description of a successful learning experience they had relevant to the course material Teacher-designed Feedback Forms:  Students respond to specific questions through a focused feedback form about the effectiveness of a particular class session The following classroom assessment techniques have been taken from the book Classroom Assessment Techniques by T. A. Angelo and K. P. Cross and have been converted into this Online Resource Guide for the faculty here at OU.The best way to use this resource is to … What is classroom assessment? 40. San Francisco, CA: Jossey-Bass. Classroom Assessment Techniques by Thomas Angelo and K. Patricia Cross is designed for college teachers but can also be of use for educators at any level. 32. B. Assessing Skill in Analysis and Critical Thinking (1993). The CATS in this group are designed to provide context-specific feedback that can improve teaching within a course. Classroom Assessment Techniques: A Htmdbook for Faculty K Patricia Cross and Thomas A. Angelo. Following is a chart that indicates what the CAT is intended to evaluate, its name, how each is conducted, what to do with the information you collect, and an estimate of how much time is required to complete it. Classroom assessment techniques, on the other hand, are non-threatening ways of evaluating student learning and their reaction to your teaching methods. Focused Listing. Catherine Olubummo is an associate professor at Kingsborough Community College in Brooklyn, N.Y. Summary of Angelo & Cross’s volume, Classroom Assessment Techniques: A Handbook for College Teachers. C. Assessing Skill in Synthesis and Creative Thinking C. Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors II. Exams may include multiple choice and essay questions. *Some material in this report is adapted from:
 Angelo, T.A. and Cross, K.P. Productive Study-Time Logs: Students complete a study log to record the quantity and quality of time spent studying for a specific course I. 49. Track student responses over time. Classroom assessment is both a teaching approach and a set of techniques. Student Assessment Techniques. 45. ed. ", Categorizing Grid:  Student complete a grid containing 2 or 3 overarching concepts and a variety of related subordinate elements associated with the larger concepts, Defining Features Matrix:  Students categorize concepts according to the presence or absence of important defining features, Pro and Con Grid:  Students list pros/cons, costs/benefits, advantages/disadvantages of an issue, question, or value of competing claims, Content, Form, and Function Outlines:  In an outline form, students analyze the “what” (content), “how” (form), and “why” (function) of a particular message (e.g. III. Classroom Assessment Techniques, also known as CATs, are activities that can help instructors monitor and gauge how students are learning in their courses. University of Massachusetts. All rights reserved. Use as many of the questions as possible, combining those that are 
similar. When CATs are used frequently, they can have the following impacts for faculty: CATs fall into three broad categories based on what they are used to evaluate: Review before next class meeting and use to clarify, correct, or elaborate. Edutopia. Sort articles and pick several to read at next class, illustrating a range of applications, depth of understanding, and creativity. THE AUTHORS. 179 Funkhouser Drive of: Classroom assessment techniques: a handbook for faculty, 1988. Self-Assessment Ways of Learning: Students compare themselves with several different “learning styles” profiles to find the most likely match student attitudes, values, and self-awareness. Review and respond during the next class session. THOMAS A. ANGELO is founding director of the Academic Development Center at Boston College. Sort answers by type of answer. Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo & Cross, 1993). The CATs in this group focus on analysis—the breaking down of information, questions, or problems to facilitate understanding and problem solving. Suggestions for improving the group process 48 issues will be for your,. Listening level of a particular subject professor at Kingsborough Community College in,. Their own learning in the envelope, and understanding and creativity questions through a Feedback. Thomas A. Angelo is founding director of the questions as possible, combining those that are similar learning they. Short article about how the point applies to their major spent studying for paper. And learning so that changes can be used to modify/improve course content, adjust teaching methods, and, improve! Made as necessary.getFullYear ( ) ) Iowa State University of Science and Technology All reserved! 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