Thank You for Asking: Classroom Assessment Techniques and Students' Perceptions of Learning

Thank You for Asking: Classroom Assessment Techniques and Students' Perceptions of Learning

A study investigated the effect of classroom assessment techniques (CATs) on both content and process of college students' learning. Instructors ask students to provide regular, anonymous feedback about their understanding of course material and the effectiveness of class structure. Comments of...

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Veröffentlicht in:Journal on excellence in college teaching 1997, Vol.8 (1), p.3
Hauptverfasser: Fabry, Victoria J, Eisenbach, Regina, Curry, Renee R, Golich, Vicki L
Format: Artikel
Sprache:eng
Schlagworte:
Biology
Business Administration Education
College Instruction
Formative Evaluation
Higher Education
Instructional Effectiveness
Learning Processes
Literature
Political Science
Student Evaluation
Student Reaction
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Zusammenfassung:A study investigated the effect of classroom assessment techniques (CATs) on both content and process of college students' learning. Instructors ask students to provide regular, anonymous feedback about their understanding of course material and the effectiveness of class structure. Comments of students in biology, business management, political science, and literature courses suggest ways to improve pedagogy and student learning. (Author/MSE)
ISSN:1052-4800