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<p>Dedication to <i>K. Patricia Cross</i> and <i>Richard J. Light</i> v</p> <p>Acknowledgments xi</p> <p>About the Authors xiii</p> <p>Preface xv</p> <p><b>Part One: An Introduction to Classroom Assessment 1</b></p> <p>1. What Is Classroom Assessment? 3</p> <p>2. Getting and Giving Feedback for Learning 19</p> <p>3. First Steps: Getting Started in Classroom Assessment 29</p> <p><b>Part Two: Doing Classroom Assessment 39</b></p> <p>4. Next Steps: Embedding Classroom Assessment into Courses 41</p> <p>5. The Minute Paper: An Illustrative Case Study 65</p> <p>6. 12 Examples of Course- Embedded Classroom Assessment 81</p> <p><b>Part Three: Classroom Assessment Techniques 111</b></p> <p>7. Finding and Choosing the Right Classroom Assessment Techniques 113</p> <p><b>8. Knowledge, Recall, and Understanding 117</b></p> <p>Plus-Minus-Question Mark 121</p> <p>Background Knowledge Probe 125</p> <p>Misconception/Preconception Check 130</p> <p>Concept Questions 135</p> <p>Focused Listing 141</p> <p>Empty Outline 145</p> <p>Memory Matrix 149</p> <p>One-Sentence Summary 154</p> <p>Minute Paper 158</p> <p>Muddiest Point 163</p> <p><b>9. Application 167</b></p> <p>RSQC2 (Recall, Summarize, Question, Connect, and Comment) 169</p> <p>Directed Paraphrasing 174</p> <p>Applications Card 178</p> <p>Paper or Project Prospectus 182</p> <p>Performance Checklist 187</p> <p><b>10. Problem Solving 191</b></p> <p>Problem Recognition Tasks 193</p> <p>What’s the Principle? 197</p> <p>What’s Missing? or Who’s Missing? 201</p> <p>Documented Problem Solution 205</p> <p>Predict-Observe-Explain 209</p> <p><b>11. Analysis and Critical Thinking 213</b></p> <p>Categorizing Grid 215</p> <p>Blooming 218</p> <p>Defining Features Matrix 223</p> <p>Content, Form, and Function Matrix 227</p> <p>Pros-Cons-Questions 231</p> <p>Analytic Memo 235</p> <p>Error Analysis 239</p> <p><b>12. Synthesis and Creative Thinking 243</b></p> <p>Word Journal 245</p> <p>Approximate Analogy 249</p> <p>Student-Generated Questions 253</p> <p>Concept Map 258</p> <p>Invented Dialogue 263</p> <p><b>13. Attitudes and Values 269</b></p> <p>Opinion/Attitude Poll 271</p> <p>Values Affirmation 275</p> <p>Double-Entry Journal 279</p> <p>Profiles of Admirable Individuals 283</p> <p>Ethical Dilemma 287</p> <p><b>14. Self- Assessment as Learners 291</b></p> <p>Learning Interests Assessment 293</p> <p>Course-Specific Mindset Assessment 297</p> <p>Goal Ranking and Matching 302</p> <p>Learner Autobiography 306</p> <p><b>15. Learning and Study Skills 311</b></p> <p>Study Strategies Assessment 313</p> <p>Deliberate Practice Assessment 317</p> <p>Learning and Study Time Log 321</p> <p>Diagnostic Learning Log 326</p> <p>Exam Wrapper 330</p> <p><b>16. Perceptions of Learning Activities and Assessment 335</b></p> <p>Feedback on Feedback 337</p> <p>Group Work/Teamwork Assessment 341</p> <p>Reading/Video Ratings 345</p> <p>Assignment Feedback Form 350</p> <p>Exam Feedback Form 354</p> <p><b>17. Perceptions of Teaching and Courses 359</b></p> <p>Teacher-Designed Feedback Form 361</p> <p>Group Informal Feedback on Teaching 365</p> <p>Course Feedback Team 370</p> <p>Exit Ticket and Four More 374</p> <p><b>Resources </b></p> <p>A. Chapter Discussion Questions by Todd Zakrajsek 379</p> <p>B. Alphabetical Index of CATs by Name 385</p> <p>C. Index of CATs by Discipline Examples 387</p> <p>D. The Course Learning Outcomes Inventory (CLOI): Self-Scorable Version 393</p> <p>E. The Course Learning Outcomes Inventory (CLOI) Self-Scoring Worksheet 399</p> <p>F. Index of CATs by Course Learning Outcomes Inventory (CLOI) Outcomes 403</p> <p>G. Teaching Goals Inventory (TGI): Self-Scorable Version 417</p> <p>H. Teaching Goals Inventory (TGI) Self-Scoring Worksheet 421</p> <p>I. Index of CATs by Teaching Goals Inventory (TGI) Goals 423</p> <p>J. Index of CATs by Bloom’s (2001) Revised Taxonomy of Cognitive Outcomes Levels 437</p> <p>K. Index of CATs by Biggs and Collis’s SOLO Taxonomy Levels 441</p> <p>L. Index of CATs by Fink’s Taxonomy of Significant Learning Categories 445</p> <p>M. Minute Paper References 449</p> <p>N. Acknowledgments from the 1988 and 1993 Versions 453</p> <p>References 457</p> <p>Author Index 465</p> <p>Subject Index 473</p>

<p><b>Thomas A. Angelo, EdD, </b> has been a university faculty member, faculty developer, educational researcher, and academic administrator in the U.S., New Zealand, and Australia. He has consulted on curriculum design, teaching, learning, and assessment in 20 countries and in all 50 states. He is the co-author, with Dr. K. Patricia Cross, of the <i>Second Edition </i>of <i>Classroom Assessment Techniques</i>. <p><b>Todd D. Zakrajsek, PhD, </b> is an associate professor at UNC-Chapel Hill and Director of four annual Lilly Conferences on Evidence-Based Teaching and Learning. Zakrajsek has authored/co-authored six books on various topics related to effective teaching in higher education and is frequently requested to present conference keynotes and campus workshops.

<p> <b>Practical, research-based tools for using classroom assessment to improve learning outcomes </b> <p>In the revised and updated <i>Third Edition </i>of <i>Classroom Assessment Techniques</i>, veteran educator and education leader Thomas A. Angelo, along with Todd D. Zakrajsek, delivers an engaging, research-based guide to assessing student learning. The book is informed by the latest international education research and 30 years of hands-on classroom assessment practice. <p>You’ll learn to analyze the classroom environment, consider the resulting data, and use that data to improve student learning outcomes. This clearly written handbook contains over 50 classroom assessment techniques (CATs), complete with self-contained “recipes” that include descriptions, implementation steps, do’s-and-don’ts, and references. It also offers case studies and examples that highlight the concepts discussed within, and a new Course Learning Outcomes Inventory—a self-assessment tool for identifying and prioritizing relevant learning outcomes. <p>Perfect for post-secondary teachers from all disciplines, as well as faculty and academic developers, the <i>Third Edition </i>of <i>Classroom Assessment Techniques </i>is a comprehensive collection of field-tested advice, tools, and resources for planning, designing, and implementing formative assessment in face-to-face, hybrid, and fully online classrooms.

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