Five Suggestions for a Successful Start in Assessment
In chapter three of their book Classroom Assessment Techniques: A Handbook for College Teachers, Angleo and Cross offer five suggestions for a successful start:
- If a Classroom Assessment Technique does not appeal to your intuition and professional judgment as a teacher, don’t use it.
- Don’t make Classroom Assessment into a self-inflicted chore or burden.
- Don’t ask your students to use any Classroom Assessment Technique you haven’t previously tried on yourself.
- Allow for more time than you think you will need to carry out and respond to the assessment.
- Make sure to “close the loop.” Let students know what you learn from their feedback and how you and they can use that information to improve learning.
Angleo, Thomas A. and Cross, K Patricia. Classroom Assessment Techniques: A Handbood for College Teachers. San Francisco: Jossey-Bass, 1993.
Techniques/Choosing the Appropriate Technique
Introduction to classroom assessment techniques, from the Schreyer Institute for Teaching Excellence at Penn State. The document includes descriptions of techniques such as:
- Background knowledge probe
- Misconception/Preconception check
- Minute paper
- Documented problems
- Categorizing grid
The American Psychological Association has developed a thorough guide for department assessment, from designing viable assessment plans to choosing and implementing assessment strategies:
The Assessment CyberGuide for Learning Goals and Outcomes
Opened Practices is a searchable database with options to search for resources to assess learning outcomes recommended by the AAC&U. For example, one could search on rubrics for civic engagement.
More examples to come! Check back for updates to this section. Contact the Assessment Office if you’d like to contribute material. Thank you!