Classroom Assessment Techniques
Classroom Assessment Techniques   -     By: Thomas A. Angelo, K. Patricia Cross
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Wiley / 1994 / Paperback
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Classroom Assessment Techniques

Wiley / 1994 / Paperback

In Stock
Stock No: WW425003


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Product Description

From the publisher: This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment--from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. The book features fifty classroom assessment techniques, each including a concise description; step-by-step procedures for administering the technique; practical advice on how to analyze the data; pros, cons, and caveats; and more.

Product Information

Format: Paperback
Vendor: Wiley
Publication Date: 1994
ISBN: 1555425003
ISBN-13: 9781555425005

Publisher's Description

This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including:
  • What classroom assessment entails and how it works.
  • How to plan, implement, and analyze assessment projects.
  • Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.
  • Fifty classroom assessment techniques
  • Step-by-step procedures for administering the techniques
  • Practical advice on how to analyze your data
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Author Bio

THE AUTHORS

THOMAS A. ANGELO is founding director of the Academic Development Center at Boston College. He is coauthor (with K.P. Cross) of the 1988 edition of Classroom Assessment Techniques and editor of Classroom Research: Early Lessons from Success (1991) in the Jossey-Bass New Directions for Teaching and Learning series.

K. PATRICIA CROSS is the Elizabeth and Edward Conner Professor of Higher Education in the Graduate School of Education at the University of California, Berkeley. She is the author of six other books, including Adults as Learners (Jossey-Bass, 1981).

Editorial Reviews

In the eleven years since the first edition of this book was published, Classroom Assessment has become increasingly useful in the teacher’s arsenal of tools.

Once the concepts of CAT are understood, the instructor can move on to create course-specific techniques tailored to his or her teaching style and the learning styles of a particular class, thus greatly enhancing the usefulness of Classroom Assessment.

This book is extremely useful and would be a worthy addition to both teachers’ and advisors’ libraries.
—Cynthia A. Walker, Ph.D., From NACADA Journal

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