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Angelo, Thomas A. – New Directions for Teaching and Learning, 1991
Ten examples of quick and easy classroom assessment techniques, carried out by higher education faculty in 10 different disciplines, are described. The techniques, designed to inform and inspire faculty to adjust classroom instruction, focus on four dimensions of learning: declarative, procedural, conditional, and reflective. (MSE)
Descriptors: Classroom Research, Classroom Techniques, Evaluation Methods, Feedback

Mullin, Joan A. – New Directions for Teaching and Learning, 1998
Portfolios provide an opportunity for college students to participate actively in learning by selecting materials and engaging in self-assessment. Development of a portfolio should take into account its structure, the kind of evidence it will contain, when and how the instructor and student will assess the work, and what will happen to it at the…
Descriptors: Evaluation Criteria, Evaluation Methods, Grading, Higher Education

Kort, Melissa Sue – New Directions for Teaching and Learning, 1991
Although classroom assessment techniques resemble common writing exercises, they offer college composition instructors insight into effective instruction. Their use can also lead to classroom research projects and further faculty development. An example of such an exercise is to have students write a one-minute paper on classroom instruction in…
Descriptors: Classroom Research, Classroom Techniques, Evaluation Methods, Higher Education

Busching, Beverly – New Directions for Teaching and Learning, 1998
College-level student inquiry projects are not easy to evaluate within the parameters of the academic grading system. One form of rubric-guided assessment has specific advantages in addressing both performance and product by allowing weighting of criteria, flexibility of criteria and standards based on the project, defining the major aspects of…
Descriptors: College Instruction, Discovery Learning, Evaluation Criteria, Evaluation Methods

Lowman, Joseph – New Directions for Teaching and Learning, 1987
Some of the special challenges associated with evaluation and grading in the large class are discussed. Suggestions for evaluation methods include seeking clarity, reducing the stress of test administration, giving feedback, guarding against errors in record keeping, and returning exams efficiently and with respect. (MLW)
Descriptors: Class Size, College Instruction, College Students, Evaluation Methods

Cottell, Philip G., Jr. – New Directions for Teaching and Learning, 1991
The use of several college classroom assessment techniques to evaluate the processes and products of accounting instruction through cooperative learning is described. The discussion looks at considerations in planning classroom assessment, choosing initial assessment techniques and adapting them, and blending cooperative learning structures with…
Descriptors: Accounting, Classroom Environment, Classroom Research, Classroom Techniques

Scanlon, Patricia A.; Ford, Michael P. – New Directions for Teaching and Learning, 1998
Offers a framework for approaching evaluation of practical experience, specifically in the field of elementary school teacher education, arguing that such evaluation should be longitudinal, contextualized, and collaborative. Portfolio development is found to be a powerful tool in this process, and both a rubric and criteria for assessing…
Descriptors: Elementary School Teachers, Evaluation Criteria, Evaluation Methods, Experiential Learning

Speck, Bruce W. – New Directions for Teaching and Learning, 1998
College faculty have a responsibility to help students unveil some of the mystery of professional judgment in student assessment, both to help explain instructional practices and to create a model for students' use when they become professional evaluators. Teachers can use a variety of methods to ensure that subjectivity in assessment is not…
Descriptors: Academic Standards, College Faculty, College Instruction, Definitions

Smith, Karl A. – New Directions for Teaching and Learning, 1998
College faculty can minimize problems in grading students' cooperative projects by carefully structuring the five basic elements of formal cooperative learning groups: positive interdependence; individual and group accountability; face-to-face promotive interaction; teamwork skills; and group processing. There must also be sufficient reason for…
Descriptors: Accountability, Assignments, Cooperative Learning, Evaluation Criteria

Aleamoni, Lawrence M. – New Directions for Teaching and Learning, 1987
Suggestions on how to develop comprehensive systems of instructional improvement and evaluation are offered. In order to measure and evaluate instructional effectiveness accurately, criteria and guidelines for that evaluation must be set up. This first step is accomplished most effectively at the departmental level. (MLW)
Descriptors: Administrator Attitudes, Administrators, College Faculty, Evaluation Criteria

Hodges, Elizabeth – New Directions for Teaching and Learning, 1997
The margins of college students' writing are the ideal site for teacher-student conversations about the writing, but most of these conversations misfire, largely for reasons that are avoidable. Suggestions are made for responding so students can understand, respond to, and learn from teachers' written comments. Examples from several…
Descriptors: Classroom Communication, Classroom Techniques, College Instruction, Evaluation Methods

Cramer, Sharon Farago – New Directions for Teaching and Learning, 1994
Assessment of student work in the collaborative classroom is dynamic, ongoing, and can be suited to the particular needs of individual instructors. It enables both instructor and students to reframe their personal understandings of the learning process and knowledge acquisition. The challenges can be met by planning, careful consideration of…
Descriptors: Classroom Techniques, College Instruction, Cooperative Learning, Course Organization

Hawisher, Gail E.; Moran, Charles – New Directions for Teaching and Learning, 1997
Electronic dialogues tend to be rapid, informal, and public. When college teachers use computer technology to respond to student writing, they have an opportunity to rethink and reinvent the ways in which they teach and by which students learn. Despite some new concerns and problems, this mode of communicating does not evoke the same response that…
Descriptors: Classroom Communication, College Instruction, Computers, Electronic Mail

Simonson, Michael R. – New Directions for Teaching and Learning, 1997
Discusses two approaches for evaluating distance education. One collects six categories of evaluation information (measures): activity, efficiency, outcomes, program aims, policy, and organization. The other identifies key questions needed for effective evaluation and methods for determining outcomes in five areas: accountability, effectiveness,…
Descriptors: Accountability, Administrative Organization, College Outcomes Assessment, Course Evaluation

Anderson, Rebecca S. – New Directions for Teaching and Learning, 1998
Reasons for a national shift from traditional to alternative assessment practices are examined, and the philosophical beliefs and theoretical assumptions of traditional and alternative assessment are examined. Classroom implications of this paradigm shift for instructional strategies, formative and summative evaluation, development of rubrics used…
Descriptors: Alternative Assessment, Classroom Techniques, Educational Strategies, Educational Trends
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