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Peer reviewedCottell, Philip; Harwood, Elaine – New Directions for Teaching and Learning, 1998
In a study of effectiveness of classroom assessment techniques (CATs) on student learning, two college accounting teachers each taught two classes, one using CATs and one not using them. Course results did not suggest greater learning in CATs classes, better student participation, or more positive attitudes. Further research is recommended on the…
Descriptors: Accounting, Classroom Research, Classroom Techniques, College Instruction
Peer reviewedEisenbach, Regina; Golich, Vicki; Curry, Renee – New Directions for Teaching and Learning, 1998
Three college instructors, teaching very different content (management, political science, and literature) and using classroom assessment techniques (CATs), compared the results. All found that CATs contributed to self-reflection, that designing CATs helps faculty focus on course and class goals, and that responding to CATs requires students to…
Descriptors: Business Administration Education, Classroom Research, Classroom Techniques, College Instruction
