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Formative Evaluation and the Scholarship of Teaching and Learning.
Peer reviewed Peer reviewed
Smith, Ronald – New Directions for Teaching and Learning, 2001
Explores the distinctions among good teaching, scholarly teaching, and teaching scholarship and discusses methods of formative evaluation that can produce improvement in these areas. (EV)
Descriptors: College Faculty, Evaluation Methods, Faculty Evaluation, Formative Evaluation
Broadening Our Approach to Teaching Evaluation.
Peer reviewed Peer reviewed
Knapper, Christopher – New Directions for Teaching and Learning, 2001
Discusses underlying issues that affect all forms of teaching evaluation: determining criteria, making links between teaching methods and learning outcomes, and distinguishing between evaluation for self-improvement and evaluation for accountability. (EV)
Descriptors: College Faculty, Evaluation Methods, Faculty Evaluation, Formative Evaluation
Formative and Summative Evaluation: Parody or Paradox?
Peer reviewed Peer reviewed
Centra, John A. – New Directions for Teaching and Learning, 1987
Six evaluation methods are discussed: student ratings, colleague evaluations, definitions of good teaching, teacher-designed examinations, evaluation of research and scholarship, and the politics of evaluation. (Author/MLW)
Descriptors: College Faculty, Evaluation Methods, Faculty Evaluation, Formative Evaluation
Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment.
Peer reviewed Peer reviewed
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
CATs: A Student's Gateway to Better Learning.
Peer reviewed Peer reviewed
Steadman, Mimi; Svinicki, Marilla – New Directions for Teaching and Learning, 1998
Understanding the link between classroom assessment techniques (CATs) and cognitive learning theory not only allows college teachers to choose and design CATs that fit particular classroom needs, but helps them explicate to students the potential applications of CATs to study strategies in general. Once students make this leap, the effects of a…
Descriptors: Classroom Research, Classroom Techniques, Cognitive Processes, College Instruction
Using Classroom Assessment To Change Both Teaching and Learning.
Peer reviewed Peer reviewed
Steadman, Mimi – New Directions for Teaching and Learning, 1998
Summarizes results of a study on implementation and impact of classroom assessment techniques (CATs) in community colleges, examining how classroom assessment has been applied by teachers, documenting changes in teaching behaviors, and considering costs and benefits. Also examines students' experiences and satisfaction with courses taught using…
Descriptors: Classroom Research, Classroom Techniques, College Instruction, Community Colleges