Classroom Assessment Techniques: Formative Feedback Tools for College and University Teachers

A practical, research-based handbook for using assessment to improve learning.

This completely revised and updated third edition of Classroom Assessment Techniques provides a research-based, engaging guide to assessing student learning where it matters most—at course and classroom levels. Informed by the latest international educational research and 30 years of classroom assessment practice, this practical handbook is designed for postsecondary teachers from all disciplines, faculty and academic developers, and assessment professionals. It offers field-tested guidance, tools, and advice for planning, designing, and implementing formative assessment in face-to-face, hybrid, and fully online classrooms, analyzing resulting data, and using that data to improve student learning.

Classroom Assessment Techniques, 3rd Edition, is a practical, clearly written handbook for busy professionals. It contains a wealth of useful resources, including: 50-plus CATs (classroom assessment techniques) – flexible formative assessment tools easily adaptable for use in a wide range of disciplines and contexts. Case studies and examples illustrating how college and university faculty have applied these techniques to improve learning A new “Course Learning Outcomes Inventory” (CLOI)—a self-assessment tool for identifying and prioritizing the most relevant learning outcomes to assess The original “Teaching Goals Inventory” (TGI) which offers an alternate, teaching-focused approach to setting assessment priorities Multiple ways to quickly find the most appropriate tool. CATs are indexed by discipline examples, Bloom’s Taxonomy, Biggs and Tang’s SOLO Taxonomy, the CLOI, and the TGI Brief chapters explaining what formative assessment is, how it can improve student learning, how to gather and provide formative feedback, how to link classroom assessment with broader/other assessment efforts, and how to collaborate with students and colleagues

Each CAT provides a brief, self-contained “recipe” including a description, steps for implementation, dos and don’ts, and relevant references

Dedication to K. Patricia Cross and Richard J. Light v

Acknowledgments xi

About the Authors xiii

Preface xv

Part One: An Introduction to Classroom Assessment 1

1. What Is Classroom Assessment? 3

2. Getting and Giving Feedback for Learning 19

3. First Steps: Getting Started in Classroom Assessment 29

Part Two: Doing Classroom Assessment 39

4. Next Steps: Embedding Classroom Assessment into Courses 41

5. The Minute Paper: An Illustrative Case Study 65

6. 12 Examples of Course- Embedded Classroom Assessment 81

Part Three: Classroom Assessment Techniques 111

7. Finding and Choosing the Right Classroom Assessment Techniques 113

8. Knowledge, Recall, and Understanding 117

Plus-Minus-Question Mark 121

Background Knowledge Probe 125

Misconception/Preconception Check 130

Concept Questions 135

Focused Listing 141

Empty Outline 145

Memory Matrix 149

One-Sentence Summary 154

Minute Paper 158

Muddiest Point 163

9. Application 167

RSQC2 (Recall, Summarize, Question, Connect, and Comment) 169

Directed Paraphrasing 174

Applications Card 178

Paper or Project Prospectus 182

Performance Checklist 187

10. Problem Solving 191

Problem Recognition Tasks 193

What’s the Principle? 197

What’s Missing? or Who’s Missing? 201

Documented Problem Solution 205

Predict-Observe-Explain 209

11. Analysis and Critical Thinking 213

Categorizing Grid 215

Blooming 218

Defining Features Matrix 223

Content, Form, and Function Matrix 227

Pros-Cons-Questions 231

Analytic Memo 235

Error Analysis 239

12. Synthesis and Creative Thinking 243

Word Journal 245

Approximate Analogy 249

Student-Generated Questions 253

Concept Map 258

Invented Dialogue 263

13. Attitudes and Values 269

Opinion/Attitude Poll 271

Values Affirmation 275

Double-Entry Journal 279

Profiles of Admirable Individuals 283

Ethical Dilemma 287

14. Self- Assessment as Learners 291

Learning Interests Assessment 293

Course-Specific Mindset Assessment 297

Goal Ranking and Matching 302

Learner Autobiography 306

15. Learning and Study Skills 311

Study Strategies Assessment 313

Deliberate Practice Assessment 317

Learning and Study Time Log 321

Diagnostic Learning Log 326

Exam Wrapper 330

16. Perceptions of Learning Activities and Assessment 335

Feedback on Feedback 337

Group Work/Teamwork Assessment 341

Reading/Video Ratings 345

Assignment Feedback Form 350

Exam Feedback Form 354

17. Perceptions of Teaching and Courses 359

Teacher-Designed Feedback Form 361

Group Informal Feedback on Teaching 365

Course Feedback Team 370

Exit Ticket and Four More 374

Resources

A. Chapter Discussion Questions by Todd Zakrajsek 379

B. Alphabetical Index of CATs by Name 385

C. Index of CATs by Discipline Examples 387

D. The Course Learning Outcomes Inventory (CLOI): Self-Scorable Version 393

E. The Course Learning Outcomes Inventory (CLOI) Self-Scoring Worksheet 399

F. Index of CATs by Course Learning Outcomes Inventory (CLOI) Outcomes 403

G. Teaching Goals Inventory (TGI): Self-Scorable Version 417

H. Teaching Goals Inventory (TGI) Self-Scoring Worksheet 421

I. Index of CATs by Teaching Goals Inventory (TGI) Goals 423

J. Index of CATs by Bloom’s (2001) Revised Taxonomy of Cognitive Outcomes Levels 437

K. Index of CATs by Biggs and Collis’s SOLO Taxonomy Levels 441

L. Index of CATs by Fink’s Taxonomy of Significant Learning Categories 445

M. Minute Paper References 449

N. Acknowledgments from the 1988 and 1993 Versions 453

References 457

Author Index 465

Subject Index 473