endobj TA Angelo, KP Cross. Classroom Assessment Techniques Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on how well students are learning or are prepared to learn the class material. Fifty Classroom Assessment Techniques are presented in this book with examples of how they have been used, pros, cons, time commitment, and ideas for adaptation . Classroom Assessment Techniques, also referred to as CATs, are strategies educators use to gauge how well students are comprehending key points during a lesson or a course. Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). Office of Educational Research and Improvement (ED), Washington, DC. 1 0 obj x��Zmo�F� �a�wҝM��d�h�:M��W4>�shj%�)����~����Kie����rvvv�gf)�~�~{����wb��w�w�⇛ׯ����E$nV�_�b��N���H�Q�%��y�q? Classroom Assessment Techniques (CATS) are designed to allow the classroom instructor to find out in a relatively short time what students are learning and to use that information to make changes in the delivery method used or in the assignments required. This handout briefly outlines those techniques that are easiest to use, interpret, respond to, and modify; detailed examples of each technique are included. The Classroom Assessment Techniques -- CATs (Angelo and Cross, 1993) within the FLAG are succinct, self-contained, self-instructional, web-based modules that introduce a broadly applicable technique for use in college or university SMET courses. Benefits to Faculty Classroom Assessment helps faculty to focus on student learning. I. Assessing Prior Knowledge, Recall, and Understanding 1. National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. Cross) of the 1988 edition of Classroom Assessment Techniques and editor of Classroom Research: Early Lessons from Success (1991) in the Jossey-Bass New Directions for Teaching and Learning series. Classroom Assessment Techniques: A Handbook for College Teachers, by Thomas A. Angelo and K. Patricia Cross (San Francisco: Jossey-Bass, 1993 [Second Edition]). Background Knowledge Probe: short, simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units Each classroom assessment technique described includes the amount of time it takes to prepare and the time needed for the students to complete it. Office of Educational Research and Improvement (ED), Washington, DC. There are many types of CATs and the following table highlights a few, based on the focus of the assessment. Angelo and Cross provide background, rationale, and 50 specific examples of classroom assessment techniques that can be administered either in or outside of class. According to Angelo and Cross (1993), a CAT has the following characteristics: (1) It is learner-centered. San Francisco: Jossey-Bass Publishers. San Francisco: Jossey Bass Publishers, 1993. For other ideas, see the full PDF, other resources listed below or talk with a member of the Assessment Workgroup or your campus Liaison. and (2) How effectively are teachers teaching? The Classroom Assessment Techniques -- CATs(Angelo and Cross, 1993) within the FLAGare succint, self-contained, self-instructional, web-based modules that introduce a broadly applicable technique for use in college or university SMET courses.Each CAT has been written by a college or university instructor who currently uses the technique, and has been reviewed by the FLAG … stream The classroom assessment techniques are examples selected and adapted from Cross and Angelo’s book, Classroom Assessment Techniques: A Handbook for Faculty. They write: ... (Angelo and Cross's book includes a total of 27 in that category). (1993) Classroom Assessment Techniques 2nd edition. Classroom assessment … and Cross, K.P. }Lź{�j!�t����^���]���2�u�dֵ�탘�W�����a����B/M�rogo�y�nd R7M����g9-|/�w)�����O3~��������i���Z�[�P/�[|�%�/���9� ?�3E���[+��k!F��[��?ޝ��aw�̋"%�}�m���4}3�O��qW4f�`4���� ��k��7�����h[��0��A�t��-o�Vs?���`�o�N���.=�X�И�+/7 �����{�[v�n 7V����F���"���6N?��`%c�ċ���H��K��ׯV;1u4�ǣ�䱷%(p� �'�ɹ�/�S��������+�L����v�fLg��^Ђ5>�`�%�Ϛ/@�3�����^���$nO�z �D�0��V�q�f p>Ҍ��x�G�qZ� �d��� ���Њ#�����nþ-� 7����&Z\�OH/ These techniques are based on Classroom Assessment Techniques (Second Edition), by Thomas A. Angelo and K. Patricia Cross (San Francisco: Jossey-Bass Publishers, 2003). Angelo, T.A., & Cross, K. P. (1993). Get this from a library! Classroom assessment techniques : a handbook for college teachers. endobj They are quick and easy tasks set within the lecture, which tests the student’s knowledge, providing an immediate opportunity for further elaboration if needed by the lecturer, therefore providing immediate feedback to the students. http://www.sinclair.edu/about/learning/assessment/resources/atm/cat/ San Franciso, CA: Jossey-Bass. For any of the following: • These do not require grading, or even intense review. Paperback. National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. San Francisco: Jossey-Bass. But when it comes to assessing what is going on in their own classes, their feedback may be limited to a some-what subjective sense of how the The first in a series of videos on Classroom Assessment Techniques (CATs). This paper proposes that Classroom Assessment Techniques (Angelo and Cross, 1993), maybe a good way of answering both of those issues. 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 first section deals with basic matters, in particular a description of the Teaching Goals Inventory, which is the basis for their approach to assessment. In this presentation, I employed very easy quick assessment techniques by Angelo & Cross (1993) for the ESL and EAP classroom. Google Scholar 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. Miller, Sara D. “Classroom Assessment Techniques Workshop.” originally presented at the Art of Liaison, Instruction, and Selection Series, Michigan State University Libraries, September 12, 2013. 166p. Classroom assessment techniques: A handbook for college teachers (2d ed). Classroom assessment … what Angelo and Cross refer to as ^closing the feedback loop _. CAT Resources Moore, MS Ed. The following guide is designed to explain and give examples of how in-class assessment can enhance university teaching and learning. Special offers and product promotions. and Deborah Moore, MS Ed. THOMAS A. ANGELO is founding director of the Academic Development Center at Boston College. By determining what students have learned and what is unclear, instructors can focus the class more effectively to meet the learning needs of that group. Jossey-Bass Publishers, 1993. These techniques are based on Classroom Assessment Techniques (Second Edition), by Thomas A. Angelo and K. Patricia Cross (San Francisco: Jossey-Bass Publishers, 2003). Angelo, T. A. and Cross, K.P. Includes bibliographical references and index. However, there are many simple techniques that faculty members can implement in a single class session. He is coauthor (with K.P. %PDF-1.5 %���� – The more you know about what and how students are learning, the better you can plan learning activities to structure your teaching. Cross, K. Patricia; Angelo, Thomas A. Classroom Assessment Techniques. Most are designed to be quick and easy to use and each CAT provides different kinds of information. San Francisco, CA: Jossey-Bass. Background Knowledge Probe: Short, simple questionnaires prepared by instructors for use at the beginning of a Technique 1: Application Card (Angelo & Cross, 1993, p. 236-239) Application Card Procedure: Identify an important—and clearly applicable—principle, theory, generalization, or procedure that your students are studying or have just studied. %%EOF 50 CATS by Angelo and Cross Techniques for Assessing Course-Related Knowledge & Skills I. Assessing Prior Knowledge, Recall, and Understanding The CATS in this group are recommended to assess declarative learning, the content of a particular subject. Classroom assessment techniques: A handbook for college teachers. Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). Classroom assessment techniques: A handbook for college teachers (2nd ed.) p. cm. Classroom assessment techniques: a handbook for college teachers / Thomas A. Angelo, K Patricia Cross. ISBN-10 : 0470881240; ISBN-13 : 978-0470881248; Language: : English; Tell the Publisher! Classroom assessment techniques for include: Essential Goals to Teach and Assess. ed. Part one begins with an informative overview of classroom assessment as a concept. Examples of successful projects are included, along with discussions of how the implementation of the CATs informed changes in the class. Angelo, T.A., & Cross, K. P. (1993). Register a free business account; Product details . Despite this innate characteristic among teachers, the first real attempt to document such techniques for teachers didn’t appear until 1988, when K. Patricia Cross and Thomas A. Angelo published “Classroom Assessment Techniques: A Handbook for Faculty”. CATs are most commonly ungraded, unanimous, and are conducted during class time. The most important things are that they are quick to use, easy to interpret, and provide a wealth of information about our students’ thinking, so we can have a better idea of what is going on with our students. CLASSROOM ASSESSMENT TECHNIQUES To identify mastery of a given concept, there is Compiled by Kathryn Cunningham, MS Ed. ^Don't make Classroom Assessment into a self-inflicted chore or burden. <>>> Measuring Student Learning Using Classroom Assessment Techniques. Introduction to CATs. Using Various Classroom Assessment Techniques. Thomas Angelo and Patricia Cross made popular the term “Classroom Assessment Techniques” (CATs) with their Handbook for College Teachers in 1993, available for check-out from the CNDLS library in 314 Car Barn. The best way to use this resource is to begin by determining what you intend to assess. Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) From: http://warrington.ufl.edu/itsp/docs/instructor/AssessmentTechniques.pdf Assessing Prior Knowledge, Recall, and Understanding 1. Classroom Assessment Techniques. Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. 346: 1988: A "Teacher's dozen" TA Angelo. <>/ExtGState<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/Annots[ 11 0 R] /MediaBox[ 0 0 612 792] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>> Cross KP and Angelo TA ( 1993) Classroom Assessment Techniques: A Handbook for College Teachers. He is coauthor (with K.P. from Angelo, T.A. Angelo and Cross produced a very useful handbook that provides both a useful overview of classroom assessment as well as specific techniques that can be used by instructors of all kinds. 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. Levels of Assessment• Summative Assessment – Course Level – Program Level• Formative Assessment – Classroom assessment is both a teaching approach and a set of techniques. Very Important Goals to Teach and Maybe Assess. In their book, Classroom Assessment Techniques, Angelo and Cross describe 50 Classroom Assessment Techniques (CATs)-simple tools (instruments, forms, strategies, activities) for collecting information on student learning in order to improve it. CNDLS offers assistance with a few of the more time-intensive techniques, such as videotaped think-alouds and mid-semester group feedback sessions. Examples of CATs include the following. Classroom Assessment Techniques (National Teaching & Learning Forum) This is a must for college-level teachers, and I'm sure it would be applicable to the high school learning environment as well. Cross) of the 1988 edition of Classroom Assessment Techniques and editor of Classroom Research: Early Lessons from Success (1991) in the Jossey-Bass New Directions for Teaching and Learning series.. K. PATRICIA CROSS is the Elizabeth and Edward Conner Professor of … If you have questions about this material or would like to meet with the faculty development team to discuss how they might work in your courses, please email instructioncore@gwu.edu. Cross, K. Patricia; Angelo, Thomas A. Classroom Assessment Techniques. Most college faculty approach their own research with a critical eye. the online classroom prior to the summative assess-ment. Classroom Assessment Techniques (CATs): An Introduction (Enerson, Plank, & Johnson, 2007) Summary of Angelo & Cross’s volume, Classroom Assessment Techniques: A Handbook for College Teachers.This handout briefly outlines those techniques that are easiest to use, interpret, respond to, and modify; detailed examples of each technique are included. (1993). In the 1990's, educational reformers are seeking answers to two fundamental questions: (1) How well are students learning? 3 0 obj Five Classroom Assessment Techniques: A Handy Handbook Thomas A. Angelo’s and K. Patricia Cross’ book, Classroom Assessment Techniques: A Handbook for College Teachers, has helped faculty across the nation gain valuable insights about how well students are learning what faculty intend to be teaching in the classroom. The book is divided into three parts. h�bbd```b``z"��Ig�6 ,� &y$�/0y LƀH�`v,�� �f��֥"�OI�x;Y, 314: 1993: Reassessing (and defining) assessment. 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