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    block this user Jason E. Thomas

    Associate Professor

    Concordia University, Grand Canyon University, University of Phoenix, Austin, TX
    Concordia University Texas
    Grand Canyon University
    University of Phoenix

    Adding Rigor to Classroom Assessment Techniques for Non-Traditional Adult Programs: A Lifecycle Improvement Approach

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    Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo & Cross, 1993). A large body of literature exists surrounding the strengths and weaknesses of formative CATs. Simpson-Beck (2011) suggested insufficient quantitative evidence exists on the utility of CATs for increasing the quality of student learning. Two quantitative studies by Simpson-Beck (2011) and Cottell and Harwood (1998) indicated no such correlation. We suggest that these deficiencies as applied to adult non-traditional programs may be due to a lack of rigor in the construction of many formative CATs, as well as a failure to properly match assessments to real learning objectives. In this article, we propose a nine-step framework to facilitate proper selection of formative CATs with appropriate rigor and implementation in the classroom.

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    Description

    Title : Adding Rigor to Classroom Assessment Techniques for Non-Traditional Adult Programs: A Lifecycle Improvement Approach
    Author(s) : Jason E. Thomas, Philip E. Hornsey
    Abstract : Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo & Cross, 1993). A large body of literature exists surrounding the strengths and weaknesses of formative CATs. Simpson-Beck (2011) suggested insufficient quantitative evidence exists on the utility of CATs for increasing the quality of student learning. Two quantitative studies by Simpson-Beck (2011) and Cottell and Harwood (1998) indicated no such correlation. We suggest that these deficiencies as applied to adult non-traditional programs may be due to a lack of rigor in the construction of many formative CATs, as well as a failure to properly match assessments to real learning objectives. In this article, we propose a nine-step framework to facilitate proper selection of formative CATs with appropriate rigor and implementation in the classroom.
    Keywords : Education, CAT, Classroom Assessment Techniques, Adult Education

    Subject : unspecified
    Area : Education
    Language : English
    Year : 2014

    Affiliations Concordia University, Grand Canyon University, University of Phoenix, Austin, TX
    Editors : B. Jean Mandernach
    Reviewers : Jason E. Thomas, Thomas Dyer, Angela Lopez
    University : Concordia University, University of Phoenix, Grand Canyon University
    Journal : Journal of Instructional Research
    Volume : 3
    Publisher : Grand Canyon University
    City : Phoenix
    Pages : 109
    Isbn : 2159-0281

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