"Classroom Assessment Techniques" are teaching techniques which have been developed by K. Patricia Cross of U.C. Berkeley and Thomas A. Angelo of Boston College in which instructors use simple research techniques to find out what students have been learning. These techniques are described in detail in their 1993 book, Classroom Assessment Techniques: A Handbook for College Teachers.
Benefits of Using Classroom Assessment Techniques
Clear benefits have been shown by using Classroom Assessment Techniques in the teaching and learning process, for both faculty and students.
How to Use Classroom Assessment Techniques
Classroom Assessment Techniques may be used in any type of class: traditional academic classes such as Communication, History, and Math; professional "hands-on" classes such as Post Bacc, MAED, and Technology Education; and activity classes such as those in Business and Management, and General Studies. The book mentioned above contains details of 50 different Classroom Assessment Techniques. Some are for individuals, others are for use in small groups. Some are designed to check students' immediate understanding, others are for application and critical thinking.
The assessment of the acquisition of thinking skill needs to accomplish the following goals:
a. requires students to develop responses rather than select from predetermined options
b. elicits higher order thinking in addition to basic skills
c. directly evaluates holistic projects
d. synthesizes with classroom instruction
e. uses samples of student work (portfolios) collected over an extended time period
f. stems from clear criteria made known to students
g. allows for the possibility of multiple human judgments
h. relates more closely to classroom learning.
(N.S. Rajendran, 2010)
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