Assessing Classroom Assessment Techniques

Autor/in	Simpson-Beck, Victoria
Titel	Assessing Classroom Assessment Techniques
Quelle	In: Active Learning in Higher Education, 12 (2011) 2, S.125-132 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787411402482
Schlagwörter	Experimental Groups; Student Evaluation; Program Effectiveness; Statistical Analysis; Teaching Methods; Classroom Techniques; Educational Practices; Evaluation Methods; Evaluation Research; Formative Evaluation; Instructional Effectiveness; Control Groups; Pretests Posttests; Comparative Testing; Quasiexperimental Design; Achievement Gains + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Bildungspraxis; Evaluationsforschung; Unterrichtserfolg; Achievement gain; Leistungssteigerung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10