After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. To find out whether students understand the relationship between two concepts, they complete the second half of an analogy—A is to B as X is to Y—for which their instructor has supplied the first half A is to B.
Before introducing an important new concept, subject, or topic, students respond to questions that will probe their existing knowledge of that concept, subject, or topic. Students produce diagrams or drawings that show and name the connections between major concepts and other concepts, facts, or principles that they have learned.
Very useful in courses requiring conceptual learning.
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Often, these are done with Hand Voting or clickers. In a given time period, students write down as many ideas as they can that are closely related to a single important term, name, or concept.
Notes from the CFT Library: Classroom Assessment Techniques
Works well in classes of any size and is useful in courses in which a large amount of new information is regularly introduced. Used in the first week of class; students list the learning goals they hope to achieve through the course and rank the relative importance of those goals. Students signal their votes by raising a specified number of fingers. If technology is available, personal response systems clickers can be used instead for anonymous voting.
Students fill in cells of a two-dimensional diagram for which the instructor has provided labels. For example, in a music course, labels might consist of periods Baroque, Classical or countries Germany, France, Britain ; students enter composers in cells to demonstrate their ability to remember and classify key concepts. Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and consider what good test questions might be.
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Adpted from: Angelo, T. These fifty Classroom Assessment Techniques are cross-indexed so that teachers can easily locate the appropri- ate techniques for assessing their particular teaching goals in their academic disciplines.
Classroom Assessment Techniques: A Handbook for College Teachers, 2nd ed. – Wabash Center
Techniques are also indexed for their usefulness in assessing content knowledge, higher-order thinking skills, course-related attitudes and values, and students' reactions to the course. This revised and greatly expanded edition of the handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment—from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
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