classroom assessment techniques.pdf

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CLASSROOM
ASSESSMENT
TECHNIQUES
This job aid describes some simple, non-threatening ways you can evaluate your
students’ learning and their reaction to your teaching methods.
This job aid will help you to:
• plan and conduct a classroom assessment
• analyze the feedback
• make changes to improve learning as early as the next class
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Includes techniques for online courses.
Instructional Job Aid | Classroom Assessment Techniques
Distinguish between classroom assessment and
traditional evaluation
Before you examine the classroom assessment techniques in this job aid, let’s
take a look at what classroom assessment is, and how it’s different from traditional
methods of evaluating student learning.
Traditional methods of evaluating student learning usually occur at the end of the
term, when it is too late to make any changes. They are also very threatening to
students because they are normally graded and will affect their success in the course.
Classroom assessment techniques, on the other hand, are non-threatening ways
of evaluating student learning and their reaction to your teaching methods. The
purpose of classroom assessment is to enable both instructors and students to
mutually improve learning.
Plan for classroom assessment techniques
Before we discuss how to use classroom assessment techniques, it is important that
you feel comfortable doing this kind of assessment. Not all teaching styles are the
same; neither is assessment universal. The following five guidelines by Cross and
Angelo in their book
Classroom Assessment Techniques: A Handbook for Faculty
(1988, pp. 9-10) reinforce this.
Five guidelines
1. Don’t try any technique that doesn’t appeal to your intuition and your
experienced judgement as a teacher.
2. Don’t make self-assessment into a self-inflicted chore or burden.
3. Do choose techniques that will benefit both you and your students.
4. Don’t ask your students to use any technique you haven’t previously
tried yourself.
5. Do remember that administering an assessment technique and analyzing
the feedback will probably take twice as long as you estimate.
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Instructional Job Aid | Classroom Assessment Techniques
Planning
Knowing what you are looking for will help to determine which technique to choose,
and how to interpret the results. Therefore, before using any technique, complete a
planning worksheet like the one following.
Classroom assessment planning sheet
1. What do I want to know?
2. Which technique will I use to get this information?
Why?
3. How will I introduce this technique to my students?
4. How much class time will it take?
5. How will I know if the technique was successful?
6. What instructional changes will I make as a result of the information I receive?
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Instructional Job Aid | Classroom Assessment Techniques
Use various classroom assessment techniques
The classroom assessment techniques described below were selected and adapted
from Cross and Angelo’s book
Classroom Assessment Techniques: A Handbook
for Faculty.
These are just a few methods involving brief written exercises. For other
ideas, see an Instructional Development Consultant in the Learning and Teaching
Centre.
The muddiest point
This technique will help you determine which key points were missed by the students.
Adapted from Cross & Angelo (1998)
When and how to apply it
• Apply this technique after a lecture or after the class session.
• Hand out the cards to the students and give them about 3 minutes to
respond anonymously.
• Don’t use this method after every class or it will become monotonous
and the information won’t be as useful.
One-minute paper
This is a useful technique because it is anonymous and encourages the quieter
students to ask questions.
Adapted from Cross & Angelo (1998)
When and how to apply it
• The one-minute paper (or as many minutes as you like) can be used after a class
or at the beginning of a class to review the previous session.
• Student answers to question 1 indicate whether you met your goal for the
session.
• Student answers to question 2 indicate which parts of the lesson you may need to
review.
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Instructional Job Aid | Classroom Assessment Techniques
Listing
Use this technique when you want to assess retention.
Adapted from Cross & Angelo (1998)
When and how to apply it
• Use this technique just after a class, or later for review purposes.
• You can limit the number of items you are looking for, the time allowed, or both.
• When you review the cards, compare the points on the students’ lists to those you
hoped they would include. If there are noticeable omissions you know what to
review.
• Remember that this technique will only enable you to discover what they recall. It
doesn’t indicate whether they fully understood.
Application cards
This technique helps you to determine if the students really “understand” the material
you have just taught them.
Adapted from Cross & Angelo (1998)
When and how to apply it
• After a class or unit of instruction, hand out the cards to the students and allow
them about 10 minutes to respond anonymously.
• The information will show you whether the students have just memorized the
material or if they know how they could use it.
• If any problems or trends are obvious, you can discuss them with the class.
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