Classroom Assessment Techniques
Perhaps the most powerful tools for gathering data about the extent to which students are reaching learning goals set out in any given class are those offered by what has been called the Assessment Movement. The most comprehensive case for this movement and its principles is laid out in the book Classroom Assessment Techniques. Thomas Angelo and Patricia Cross, the authors of the book, assert that college instructors can and should conduct “informal research” on a regular basis to determine the effectiveness of the instructional strategies they employ. Theirs is an approach that promotes going beyond the “gut feeling” a teacher has about the usefulness of a particular presentation or activity. Asking students on a regular basis for information creates a “feedback loop” that is one of the most powerful tools available to an instructor in determining whether students are actually learning what they intend for students to learn.
For more information:
Classroom Assessment Techniques from the I.U. Teaching and Learning Handbook (on the web site of Campus Instructional Consulting)