Assessing classroom assessment techniques created by Victoria Simpson-Beck

By:

Simpson-Beck, Victoria [author]

Material type: Text

TextSeries: Active learning in higher education ; Volume 12, number 2United Kingdom: Sage, 2011Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

14697874

Subject(s):

Assessing classroom -- Assessment techniques

LOC classification:

LB2300 ACT

Online resources:

Click here to access online

Abstract: Classroom assessment techniques (CATs) are teaching strategies that provide formative assessments of student learning. It has been argued that the use of CATs enhances and improves student learning. Although the various types of CATs have been extensively documented and qualitatively studied, there appears to be little quantitative research assessing the effectiveness of these techniques in improving student learning. The purpose of this study was to empirically test the assertion that the Muddiest Point, a specific type of CAT, improves student learning. Study results indicated no significant difference, on average, between the control and experimental groups.

Reviews from LibraryThing.com:

Tags from this library: No tags from this library for this title. Log in to add tags.

Average rating: 0.0 (0 votes)

Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB2300 ACT (Browse shelf(Opens below))	Vol. 12, no. 2 (pages 125-132)	SP9775	Not for loan	For in house use

Browsing Main Library shelves, Shelving location: - Special Collections Close shelf browser (Hides shelf browser)

Previous	No cover image available	No cover image available	No cover image available	No cover image available	No cover image available	No cover image available	No cover image available	Next
Previous	LB2300 ACT Developing first-year engagement with written feedback	LB2300 ACT Students’ experiences of active engagement through cooperative learning activities in lectures/	LB2300 ACT Using Flip camcorders for active classroom metacognitive reflection/	LB2300 ACT Assessing classroom assessment techniques	LB2300 ACT Using computer games for instruction : the student experience/	LB2300 ACT The relative benefits found for students with and without learning disabilities taking a first-year university preparation course	LB2300 ACT An evaluation of students’ perceptions and engagement with e-learning components in a campus based university/	Next

Classroom assessment techniques (CATs) are teaching strategies that provide formative assessments of student learning. It has been argued that the use of CATs enhances and improves student learning. Although the various types of CATs have been extensively documented and qualitatively studied, there appears to be little quantitative research assessing the effectiveness of these techniques in improving student learning. The purpose of this study was to empirically test the assertion that the Muddiest Point, a specific type of CAT, improves student learning. Study results indicated no significant difference, on average, between the control and experimental groups.

There are no comments on this title.

to post a comment.

here