Adding Rigor to Classroom Assessment Techniques for Non-Traditional Adult Programs: A Lifecycle Improvement Approach

Autor/inn/en	Thomas, Jason E.; Hornsey, Philip E.
Titel	Adding Rigor to Classroom Assessment Techniques for Non-Traditional Adult Programs: A Lifecycle Improvement Approach
Quelle	In: Journal of Instructional Research, 3 (2014), S.27-37 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-0281
Schlagwörter	Classroom Techniques; Nontraditional Education; Adult Education; Formative Evaluation; Evaluation Methods; Test Construction; Test Format; Design Preferences; Test Reliability; Test Validity; Higher Education + Suchen Sie Ihr Suchwort? Klassenführung; Non-traditional education; Alternative Erziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Testaufbau; Testentwicklung; Design requirements; Gestaltungsmittel; Testreliabilität; Testvalidität; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo & Cross, 1993). A large body of literature exists surrounding the strengths and weaknesses of formative CATs. Simpson-Beck (2011) suggested insufficient quantitative evidence exists on the utility of CATs for increasing the quality of student learning. Two quantitative studies by Simpson-Beck (2011) and Cottell and Harwood (1998) indicated no such correlation. We suggest that these deficiencies as applied to adult non-traditional programs may be due to a lack of rigor in the construction of many formative CATs, as well as a failure to properly match assessments to real learning objectives. In this article, we propose a nine-step framework to facilitate proper selection of formative CATs with appropriate rigor and implementation in the classroom. (As Provided).
Anmerkungen	Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01