{"product_id":"classroom-assessment-techniques-isbn-9781119860167","title":"Classroom Assessment Techniques","description":"\u003cp\u003e\u003cb\u003eClassroom Assessment Techniques: Formative Feedback Tools for College and University Teachers\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003eA practical, research-based handbook for using assessment to improve learning.\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThis completely revised and updated third edition of \u003ci\u003eClassroom Assessment Techniques\u003c\/i\u003e 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. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eClassroom Assessment Techniques, 3\u003csup\u003erd\u003c\/sup\u003e Edition\u003c\/i\u003e, is a practical, clearly written handbook for busy professionals. It contains a wealth of useful resources, including: \u003c\/p\u003e\u003cul\u003e \u003cli\u003e50-plus CATs (classroom assessment techniques) – flexible formative assessment tools easily adaptable for use in a wide range of disciplines and contexts.\u003c\/li\u003e \u003cli\u003eCase studies and examples illustrating how college and university faculty have applied these techniques to improve learning\u003c\/li\u003e \u003cli\u003eA new “Course Learning Outcomes Inventory” (CLOI)—a self-assessment tool for identifying and prioritizing the most relevant learning outcomes to assess\u003c\/li\u003e \u003cli\u003eThe original “Teaching Goals Inventory” (TGI) which offers an alternate, teaching-focused approach to setting assessment priorities\u003c\/li\u003e \u003cli\u003eMultiple 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\u003c\/li\u003e \u003cli\u003eBrief 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\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eEach CAT provides a brief, self-contained “recipe” including a description, steps for implementation, dos and don’ts, and relevant references \u003c\/p\u003e\u003cp\u003eDedication to \u003ci\u003eK. Patricia Cross\u003c\/i\u003e and \u003ci\u003eRichard J. Light\u003c\/i\u003e v\u003c\/p\u003e \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eAbout the Authors xiii\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: An Introduction to Classroom Assessment 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1. What Is Classroom Assessment? 3\u003c\/p\u003e \u003cp\u003e2. Getting and Giving Feedback for Learning 19\u003c\/p\u003e \u003cp\u003e3. First Steps: Getting Started in Classroom Assessment 29\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: Doing Classroom Assessment 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4. Next Steps: Embedding Classroom Assessment into Courses 41\u003c\/p\u003e \u003cp\u003e5. The Minute Paper: An Illustrative Case Study 65\u003c\/p\u003e \u003cp\u003e6. 12 Examples of Course- Embedded Classroom Assessment 81\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three: Classroom Assessment Techniques 111\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7. Finding and Choosing the Right Classroom Assessment Techniques 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. Knowledge, Recall, and Understanding 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlus-Minus-Question Mark 121\u003c\/p\u003e \u003cp\u003eBackground Knowledge Probe 125\u003c\/p\u003e \u003cp\u003eMisconception\/Preconception Check 130\u003c\/p\u003e \u003cp\u003eConcept Questions 135\u003c\/p\u003e \u003cp\u003eFocused Listing 141\u003c\/p\u003e \u003cp\u003eEmpty Outline 145\u003c\/p\u003e \u003cp\u003eMemory Matrix 149\u003c\/p\u003e \u003cp\u003eOne-Sentence Summary 154\u003c\/p\u003e \u003cp\u003eMinute Paper 158\u003c\/p\u003e \u003cp\u003eMuddiest Point 163\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. Application 167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRSQC2 (Recall, Summarize, Question, Connect, and Comment) 169\u003c\/p\u003e \u003cp\u003eDirected Paraphrasing 174\u003c\/p\u003e \u003cp\u003eApplications Card 178\u003c\/p\u003e \u003cp\u003ePaper or Project Prospectus 182\u003c\/p\u003e \u003cp\u003ePerformance Checklist 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. Problem Solving 191\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProblem Recognition Tasks 193\u003c\/p\u003e \u003cp\u003eWhat’s the Principle? 197\u003c\/p\u003e \u003cp\u003eWhat’s Missing? or Who’s Missing? 201\u003c\/p\u003e \u003cp\u003eDocumented Problem Solution 205\u003c\/p\u003e \u003cp\u003ePredict-Observe-Explain 209\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11. Analysis and Critical Thinking 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCategorizing Grid 215\u003c\/p\u003e \u003cp\u003eBlooming 218\u003c\/p\u003e \u003cp\u003eDefining Features Matrix 223\u003c\/p\u003e \u003cp\u003eContent, Form, and Function Matrix 227\u003c\/p\u003e \u003cp\u003ePros-Cons-Questions 231\u003c\/p\u003e \u003cp\u003eAnalytic Memo 235\u003c\/p\u003e \u003cp\u003eError Analysis 239\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12. Synthesis and Creative Thinking 243\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWord Journal 245\u003c\/p\u003e \u003cp\u003eApproximate Analogy 249\u003c\/p\u003e \u003cp\u003eStudent-Generated Questions 253\u003c\/p\u003e \u003cp\u003eConcept Map 258\u003c\/p\u003e \u003cp\u003eInvented Dialogue 263\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13. Attitudes and Values 269\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOpinion\/Attitude Poll 271\u003c\/p\u003e \u003cp\u003eValues Affirmation 275\u003c\/p\u003e \u003cp\u003eDouble-Entry Journal 279\u003c\/p\u003e \u003cp\u003eProfiles of Admirable Individuals 283\u003c\/p\u003e \u003cp\u003eEthical Dilemma 287\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14. Self- Assessment as Learners 291\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Interests Assessment 293\u003c\/p\u003e \u003cp\u003eCourse-Specific Mindset Assessment 297\u003c\/p\u003e \u003cp\u003eGoal Ranking and Matching 302\u003c\/p\u003e \u003cp\u003eLearner Autobiography 306\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15. Learning and Study Skills 311\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStudy Strategies Assessment 313\u003c\/p\u003e \u003cp\u003eDeliberate Practice Assessment 317\u003c\/p\u003e \u003cp\u003eLearning and Study Time Log 321\u003c\/p\u003e \u003cp\u003eDiagnostic Learning Log 326\u003c\/p\u003e \u003cp\u003eExam Wrapper 330\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16. Perceptions of Learning Activities and Assessment 335\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFeedback on Feedback 337\u003c\/p\u003e \u003cp\u003eGroup Work\/Teamwork Assessment 341\u003c\/p\u003e \u003cp\u003eReading\/Video Ratings 345\u003c\/p\u003e \u003cp\u003eAssignment Feedback Form 350\u003c\/p\u003e \u003cp\u003eExam Feedback Form 354\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17. Perceptions of Teaching and Courses 359\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTeacher-Designed Feedback Form 361\u003c\/p\u003e \u003cp\u003eGroup Informal Feedback on Teaching 365\u003c\/p\u003e \u003cp\u003eCourse Feedback Team 370\u003c\/p\u003e \u003cp\u003eExit Ticket and Four More 374\u003c\/p\u003e \u003cp\u003e\u003cb\u003eResources \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA. Chapter Discussion Questions by Todd Zakrajsek 379\u003c\/p\u003e \u003cp\u003eB. Alphabetical Index of CATs by Name 385\u003c\/p\u003e \u003cp\u003eC. Index of CATs by Discipline Examples 387\u003c\/p\u003e \u003cp\u003eD. The Course Learning Outcomes Inventory (CLOI): Self-Scorable Version 393\u003c\/p\u003e \u003cp\u003eE. The Course Learning Outcomes Inventory (CLOI) Self-Scoring Worksheet 399\u003c\/p\u003e \u003cp\u003eF. Index of CATs by Course Learning Outcomes Inventory (CLOI) Outcomes 403\u003c\/p\u003e \u003cp\u003eG. Teaching Goals Inventory (TGI): Self-Scorable Version 417\u003c\/p\u003e \u003cp\u003eH. Teaching Goals Inventory (TGI) Self-Scoring Worksheet 421\u003c\/p\u003e \u003cp\u003eI. Index of CATs by Teaching Goals Inventory (TGI) Goals 423\u003c\/p\u003e \u003cp\u003eJ. Index of CATs by Bloom’s (2001) Revised Taxonomy of Cognitive Outcomes Levels 437\u003c\/p\u003e \u003cp\u003eK. Index of CATs by Biggs and Collis’s SOLO Taxonomy Levels 441\u003c\/p\u003e \u003cp\u003eL. Index of CATs by Fink’s Taxonomy of Significant Learning Categories 445\u003c\/p\u003e \u003cp\u003eM. Minute Paper References 449\u003c\/p\u003e \u003cp\u003eN. Acknowledgments from the 1988 and 1993 Versions 453\u003c\/p\u003e \u003cp\u003eReferences 457\u003c\/p\u003e \u003cp\u003eAuthor Index 465\u003c\/p\u003e \u003cp\u003eSubject Index 473\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eThomas A. Angelo, EdD, \u003c\/b\u003e has been a university faculty member, faculty developer, educational researcher, and academic administrator in the U.S., New Zealand, and Australia. He has consulted on curriculum design, teaching, learning, and assessment in 20 countries and in all 50 states. He is the co-author, with Dr. K. Patricia Cross, of the \u003ci\u003eSecond Edition \u003c\/i\u003eof \u003ci\u003eClassroom Assessment Techniques\u003c\/i\u003e.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eTodd D. Zakrajsek, PhD, \u003c\/b\u003e is an associate professor at UNC-Chapel Hill and Director of four annual Lilly Conferences on Evidence-Based Teaching and Learning. Zakrajsek has authored\/co-authored six books on various topics related to effective teaching in higher education and is frequently requested to present conference keynotes and campus workshops.   \u003c\/p\u003e\u003cp\u003e \u003cb\u003ePractical, research-based tools for using classroom assessment to improve learning outcomes \u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn the revised and updated \u003ci\u003eThird Edition \u003c\/i\u003eof \u003ci\u003eClassroom Assessment Techniques\u003c\/i\u003e, veteran educator and education leader Thomas A. Angelo, along with Todd D. Zakrajsek, delivers an engaging, research-based guide to assessing student learning. The book is informed by the latest international education research and 30 years of hands-on classroom assessment practice.  \u003c\/p\u003e\u003cp\u003eYou’ll learn to analyze the classroom environment, consider the resulting data, and use that data to improve student learning outcomes. This clearly written handbook contains over 50 classroom assessment techniques (CATs), complete with self-contained “recipes” that include descriptions, implementation steps, do’s-and-don’ts, and references. It also offers case studies and examples that highlight the concepts discussed within, and a new Course Learning Outcomes Inventory—a self-assessment tool for identifying and prioritizing relevant learning outcomes.  \u003c\/p\u003e\u003cp\u003ePerfect for post-secondary teachers from all disciplines, as well as faculty and academic developers, the \u003ci\u003eThird Edition \u003c\/i\u003eof \u003ci\u003eClassroom Assessment Techniques \u003c\/i\u003eis a comprehensive collection of field-tested advice, tools, and resources for planning, designing, and implementing formative assessment in face-to-face, hybrid, and fully online classrooms.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47988927168741,"sku":"NP9781119860167","price":58.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119860167.jpg?v=1761782083","url":"https:\/\/k12savings.com\/products\/classroom-assessment-techniques-isbn-9781119860167","provider":"K12savings","version":"1.0","type":"link"}