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Classroom Assessment Techniques: A Handbook for College Teachers 2nd Edition

4.5 out of 5 stars 42 customer reviews
ISBN-13: 978-1555425005
ISBN-10: 1555425003
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Editorial Reviews

Review

In the eleven years since the first edition of this book was published, Classroom Assessment has become increasingly useful in the teacher’s arsenal of tools.

Once the concepts of CAT are understood, the instructor can move on to create course-specific techniques tailored to his or her teaching style and the learning styles of a particular class, thus greatly enhancing the usefulness of Classroom Assessment.

This book is extremely useful and would be a worthy addition to both teachers’ and advisors’ libraries.
—Cynthia A. Walker, Ph.D., From NACADA Journal

From the Inside Flap

This revised and greatly expanded edition of the 1988 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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Product Details

  • Paperback: 448 pages
  • Publisher: Jossey-Bass; 2 edition (March 12, 1993)
  • Language: English
  • ISBN-10: 1555425003
  • ISBN-13: 978-1555425005
  • Product Dimensions: 8.6 x 1 x 11 inches
  • Shipping Weight: 3.3 pounds (View shipping rates and policies)
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (42 customer reviews)
  • Amazon Best Sellers Rank: #37,047 in Books (See Top 100 in Books)

Customer Reviews

Top Customer Reviews

By R. Kelly Wagner on October 17, 2001
Format: Paperback Verified Purchase
The rating of 4 stars I'm giving this is a combination of 3 stars and 5 stars. Some of the techniques presented are worth the 5 stars; the lack of actual forms or examples as administered is the 3 stars. There are many examples of each technique, but all are given as narrative descriptions, not as copies of the assessment form or handout.
One thing potential buyers should be aware of: THIS IS NOT A BOOK ABOUT GIVING TESTS. If you are looking for how to write tests, how to test your students, how to design exams, try James Popham or something similar. This is a book full of ways to survey your students to determine whether they are ready to learn, whether they are ready to absorb more information, whether they are understanding the material - but not tests.
Let me give you examples of the techniques I found immediately useful:
Technique #1: Background Knowledge Probe. This is to be given at the first class meeting, to see whether your students know what they're supposed to before they start your class. Here's how I administered it: I teach a course called "Quantitative Applications Software." It's mainly about using Microsoft Excel and related spreadsheets, and it's primarily for business majors to fill their core computer requirement. I prepared a survey form which had about 20 questions in all, with three columns to check off: "Know how to do this" (have studies it, remember it, can calculate it), "Have heard of this" (the concept is familiar but I don't remember how to figure it) and "Not familiar with this.
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Format: Paperback
Although the title is certainly somewhat misleading, this is a good sourcebook of the best teaching techniques culled from a wide range of instructional situations. There is something here for everyone in every situation, elementary ed, high school, community college, and yes, those of us at universities too.
I can't imagine many educators who will not find something to improve their teaching effectiveness in this book. A great advantage is that each technique is presented individually so that you can literally pick and choose and then try them out without having to read extensively to understand the potential for each.
If you teach (this is my 25th year teaching college), I recommend two books once you have spent a few years at it and want to continue to improve your effectiveness....this one and Nobel Laureate Richard Feynman's "Six Easy Pieces"
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I was lucky enough to be given this wonderful book. It is worth it's weight in gold. It is PACKED with ideas and instruction in the art of assessment (from testing to group response). It is a mammouth book, divided into clear sections with ready-to-use examples for each assessment technique explored. Keep this one by your side as you attempt to deduce if your students have "gotten it."
Works for ALL disciplines, including science and math. Try one new assessment technique a week and see what works for you. The book also helps you design your own. My highest recommendation.
Dr. Stefani Koorey, Valencia Community College
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This is a text every secondary and post-secondary teacher should review. Although the title indicates that it is most useful for college teachers, secondary teachers will also find excellent suggestions on how to evaluate their students' achievement, how to confirm learning, and how to build a formative evaluation plan for the content taught.
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This book is a great explanation of and suggestions for evaluating teaching and learning primarily at the college level. In college, a professor or instructor may have hundreds of students unless you teach a very rare subject or at are a very small school. These fast and often fun exercises are a neat way to figure out how much your students are learning and how to teach better. They could also be used as graded tests but primarily the book was intended for pure assessment. Since students, over-booked with classes in the age of a flat-fee system, may resent too much gradeless assessment, you'll have to read the atmosphere of your own classes and decide how best to use this.
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I recommend this book to every faculty member who wish to change the traditional role of teaching and get into more active learning. This text helps one to evaluate their course more effectively. CATs provides feedback to both the students as well as faculty. I highly recommend if you want to make your course more intresting and friendly.
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This book is a handbook-style text that elaborates on the concept of "Classroom Assessment Techniques," a term used by the authors to refer to alternative methods of evaluating or assessing student learning. The book is a handbook because each "CAT" is listed in terms of how to prepare, use, and evaluate results; the authors also present rather subjective indicants of the amount of time required for each technique.

The techniques range from the laughably simple (such as "muddiest point") to the more involved (such as student learning portfolios); the handbook is arranged in terms of types of assessment that may be conducted with each group of techniques. The book provides a wide variety of techniques, and the user should be able to find several applicable techniques for a particular educational situation.

However, I would strongly suggest that anyone using these techniques NOT rely on this text as the sole source of how and why to do educational assessment and evaluation -- the field is too complex and the implications are too important.
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