Classroom Assessment Techniques Research Articles

Application of Classroom Assessment Techniques in Medical Education: Results From the Community Medicine Teaching and Learning Experience.

Introduction Efficient delivery of medical education (ME) is crucial to improving the standards of future physicians or clinicians. India has been experiencing an enormous increase inmedical colleges and student admissions into medicine. This has resulted in overcrowding and compromised the student-to-teacher ratio. Conversely, students and teachers face difficulties with learning and teaching, respectively. Classroom assessment techniques (CATs) offer an egalitarian and productive approach to student learning and evaluation. This study was conducted to understand the role of CATs in improving student learning and motivation during community medicine lectures. Further, this study assessed the classroom teaching and learning (TL) process. Method This study included 100 third-year medical students pursuing a Bachelor of Medicine and Bachelor of Surgery (MBBS) and 12 faculty members working at Great Eastern Medical School and Hospital (GEMS&H), Srikakulam, India. To facilitate learning and boost motivation, this study applied three CATsincluding a one-minute paper (OMP), muddiest point (MP), and student-generated test questions (SGTQs). After two months of applying CATs, the teachers and students were asked for feedback on their experiences. The data generated from feedback forms were tabulated and analyzed. Results According to 76% (76/100) of students, these strategies have stimulated their interest in learning community medicine. Besides, 64% (64/100) of students believed utilizing these strategies would improve their exam outcomes. Further, 77% (77/100) of students believed these methods must be applied in subsequent lessons. About 68% (68/100) of students thought other subject teachers should also employ these strategies. Of the 12 faculty members included in the study, they mostly liked the OMP (5; 41.66%) and MP technique (5; 41.66%). Conclusions Teachers and students have highly welcomed the utility of CATs to improve learning in community medicine.Of the three CATsapplied, the OMP was the most popular with students, and teachersagreed that using OMP in the classroom along with MP would be beneficial. Moststudents and teachers were enthusiastic about employing additional TL strategies like CATs.

Thirteen Strategies to Increase the Impact of Assignment Feedback

The value of assignment feedback in enhancing student learning is significant, not just in rectifying conceptual misunderstandings but also in engaging and motivating students and strengthening their belief in their academic capabilities. This article outlines 13 strategies to provide effective, efficient, and engaging feedback, including the use of feedforward guidance, one-to-many feedback, peer-to-peer feedback, multimedia feedback, feedback banks, automation, formative classroom assessment techniques, rubrics, assignment exemplars, generative AI, proactive notifications, automated mastery learning opportunities, and student self-feedback, all of which holistically empower students towards academic success, meaningful instructor-student interaction, and a richer online learning experience.

Positive impact of formative assessment on science subject learning: A case study of an international private school

Addressing challenges in science education and enhancing students' learning experiences requires a comprehensive understanding of effective formative assessment practices. This study aims to investigate students' perspectives on formative assessment, particularly Classroom Assessment Techniques (CATs), in science education and explore their positive impact. Two research objectives were established: (1) to explore students' perspectives on CATs and (2) to identify students' reasoning on CATs. Students at an international private school who had been introduced to CATs and had used these techniques throughout their learning sessions were the focus of this qualitative research. In this study, 15 students participated in an online survey, out of whom three participants were randomly selected to participate in individual, in-depth, semi-structured interviews conducted. The students also signed informed consent forms, indicating their agreement to participate in the study. A series of interview protocols were designed. Regarding the perspectives on CATs, participants' responses were categorized into two common themes: (i) the ability to relate science to daily life and (ii) enhancement of understanding of science subject. Meanwhile, students' reasoning behind CATs was categorized into three common themes: (i) self-directed learning, (ii) aid in memorization, and (iii) reduction of feelings of isolation. The findings can provide both educators and students with a deeper understanding of the benefits derived from implementing CATs and how these techniques contribute significantly to the progress of teaching and learning processes.

Sınıf İçi Durum Belirleme Tekniklerine Dayalı Öğretimin Öğrencilerin Ölçme ve Değerlendirme Dersi Yeterlik Düzeyleri Üzerindeki Etkisi ve Metaforik Algıların Belirlenmesi

Formative assessment such as classroom assessment techniques are used very little in higher education. When the literature is examined, it is seen that the use of these techniques makes significant contributions to the teaching process. The aim of this study is to find out the impact of instruction with classroom assessment techniques on students’ level of competency in reliability and validity and the metaphors regarding these techniques. As a result of the study, it can be argued that teaching with the aid of classroom assessment techniques were effectual in increasing the students’ competencies about reliability and validity. Parallel to this, it can be stated that most of the metephores produced by the experimental group are positive.

Effective Application of One Minute Paper and Muddiest Point Technique to Enhance Students' Active Engagement: A Case Study

Abstract: Outcome based education involves a student centric approach. Active participation of students in the classroom plays a significant role in the Outcome Based Education model. This paper explains the use of two active learning techniques viz. 1) Muddiest Point Technique 2) One Minute Paper for three courses taught to third year Mechanical Engineering undergraduate program. The Muddiest Point Technique was used for the course Computer Or i e n t e d Nume r i c a l Me t h o d s ( CONM ) by using Padlet as a tool to record the conceptual difficulties. One Minute Paper (OMP) was applied to the two courses, Analysis and Synthesis of Mechanisms (ASM) using traditional One Minute Paper and to another course namely Automation and Control Engineering (ACE) using goggle form. Students' responses to the survey questionnaire showed that implementation of these techniques improved overall understanding of the course content. It gives students a chance to communicate their conceptual difficulties without any hesitation. Keywords : Active learning, Classroom Assessment Techniques (CAT), Covid-19 Pandemic, Hybrid mode, Muddiest Point Technique, One Minute Paper(OMP).

Effectiveness of Jigsaw Strategy on Students Achievement in Engineering Education

Outcome-Based Education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). OBE is playing a great role in engineering education, the world over and in traditional educational settings as well as in continuing education. It is a student-centric teaching and learning process in which it deals with the planning, course delivery, and students’ assessment to achieve stated outcomes. A number of classroom assessment techniques (CAT) or active learning tools like think-pair-share, flipped classroom, problem based learning (PBL), and cooperative learning techniques such as jigsaw are used for achieving effective learning of the students. The jigsaw technique is one of the active learning techniques which has proved to be an effective method for classroom teaching and hence it is widely used for teaching engineering courses. The present paper focuses on the use of ‘jigsaw technique’ for teaching the course ‘Biology for Engineers’, a core course of B. Tech. program, to study students’ performance in the End Semester Examination. The course content is difficult to get understood by the engineering students. Therefore, some difficult concept from this course is taught by using jigsaw technique. The students were divided into 8 groups with 8 students in each group. All the groups were assigned a topic with eight different subtopics for study and the jigsaw technique was implemented. The results of study indicated that the use of jigsaw technique improves students’ performance by 15% and helps them in developing their lifelong learning skills. Keywords— Cooperative Learning; Experiential Learning; Graduate Attribute; Jigsaw; Outcome Base Education; Student Performance.

Review of Formative Assessment Practices: Primary Evidence on Relationship with Self-efficacy and Self-esteem

Robust literature was conducted to confirm the positive effect of formative assessment on learning outcomes. However, less is known about the reason why formative assessment techniques impact student achievement. Besides, there are insufficient studies about relationships between formative classroom assessment techniques and self-efficacy, self-esteem. This article reviews literature related to use of formative assessment in classrooms, self-esteem and self-efficacy with intention to explore the connections. Students responded to questionnaires which covers results, discussion and implications about future study. The quasi-experimental research was designed to define the relationship between students’ achievement and formative assessment in classroom instructional approach. It is found that reducing variation in students’ achievement could be attained by increasing variation in formative assessment in classroom instructional approach with the presence of promoting self-esteem and self-efficacy.

A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education

Abstract. COVID-19 caused many disruptions, not only in society, but also in university education, including in hydrology and water-related sciences. Taking part in an academic teaching training course at Uppsala University during COVID-19, we got curious about how COVID-19 might have impacted European water education. Consequently, we chose to investigate this aspect in the mandatory project of the course by conducting an online survey. In this paper, we communicate the results of the survey and reflect (hold up a mirror to water education) on how the teaching of hydrology and water-related sciences changed due to COVID-19. The answers of 28 respondents, working in the field of hydrology at different universities across Europe, showed that in the pre-COVID-19 classroom lectures, laboratory work and fieldwork were commonly used teaching formats in courses with 10 to more than 40 students. These results agreed with those found in the literature. The occurrence of COVID-19 forced hydrological education to suddenly move from classroom to online teaching, which was possible thanks to the available digital tools and technical infrastructure. The practiced online teaching format remained lectures. Most of the respondents (>40 %) reported not using classroom assessment techniques to gauge the students' performances. In addition, a loss of human interaction in the online environment was noticeable. Hence, whether students reached their learning outcomes during distance teaching was largely unknown. The most affected learning activities were the ones that could not be moved to online teaching, such as laboratory work and fieldwork. As a result, comprehensive hydrological knowledge might be missing for at least several cohorts of hydrologists. In this way, COVID-19 caused a secondary effect on society which needs skills in solving future challenges such as water management in a changing climate. Next to negative aspects, we observed positive COVID-19 aspects; for example, the hydrology community explored novel teaching formats and shared teaching material and experiences online. COVID-19 forced hydrology teachers to explore, improvise, and be creative to continue teaching. Hydrology can use this experience to learn from and modernize hydrology education by developing a lesson design suited for the online environment, including best practices and making practical and “exotic” non-traditional teaching formats accessible to all hydrology and water students.

Assessing Pedagogical Competence Performance of Pre-Service Business Educators in North East, Nigeria

The purpose of the study was to explore pedagogical competence performance of Pre-service Business Educators’ (PBEs) in North East, Nigeria. The design for the study was a descriptive survey design. The area for the study covered all Federal Universities of Technology in North East Nigeria offering Business Education courses. The population of the study stood at 1064, when split, 491, 491 and 82 are PBEs’, Cooperating Supervisors (CS) and University Supervisors (US) respectively. Stratified proportionate sampling technique was employed to arrive at 514 guided by Krejcie and Morgan table for determining sample size, which when split accounts for 216, 216 and 82 PBEs, CS and US respectively. One structured questionnaire, namely, Pedagogical Competence Performance Schedule Questionnaire (PCPSQ) used for data collection were adapted from three different authors. The PCPSQ contains 21, 21 and 18 items covering Instructional Design (ID), Classroom Management (CM) and Classroom Assessment Techniques (CAT) competences. Results obtained in the pilot tested questionnaire revealed Cronbach’s alpha of PCPSQ to be 0.89. Data collected were analyzed using SPSS (Version 25). The findings of the study among others revealed a significant difference among the triad in two out of the three clusters, consisting of CM and CAT. Based on the findings, the study recommended among others a synergy be created between Universities and Ministries of Education, where workshops and seminars are carried out to availed those that are directly involved in teaching practice the skills in CM and CAT competences.

Classroom Assessment Techniques to Improve Teaching Learning

Classroom Assessment Techniques to Improve Teaching Learning

The Contribution of Classroom Assessment Techniques in Developing Problem-Solving Skills in Non-Formal Secondary Education in Tanzania

This study aimed to explore the contribution of assessment techniques in developing problem solving skills among learners in non-formal secondary education in Tanzania. Qualitative approach with phenomenology design was employed in this study. 32 learners and 8 teachers that made 40 participated in this study. The interviews, focused group discussion and observation were methods used to collect data. Purposive sampling was employed to all participants in this study. The study findings revealed that the assessment techniques used by teachers had little contribution in developing problem-solving skills among learners. The study findings revealed that teachers aimed at enabling their learners achieve high marks in their examinations and not focusing on developing problem-solving skills. Another study finding showed that assessment techniques used by teachers were mostly based on cognitive domain rather than on psychomotor and affective domains. The study recommends that teachers should use the assessment techniques with the aim of enabling their learners attaining good grades as well as attainment of problem-solving skills to enable them solve challenges they face in their day-to-day life.

The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

The aim of the research is to find out the effect of applying classroom assessment techniques (CATs) on both mathematical and logical thinking among fourth-grade scientific students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught in the traditional way and the other experimental taught according to the techniques of classroom structural evaluation. The research sample consisted of (44) students from the fourth scientific grade who were intentionally chosen after ensuring their equivalence in several factors, most notably chronologi-cal age and the level of mathematics, and they were distributed equally among the two groups. To implement the research, three tools were built, represented in the teacher's handbook for applying the class formative assessment, the mathematical reasoning test, and the logical thinking test. The two researchers applied the exper-iment in the first semester of the academic year (2019/2020) AD. The two re-searchers applied the techniques of class formative assessment to the experimental group, while the control group studied according to the usual method, and then the mathematical thinking test and the dimensional logical thinking test were applied. On the experimental and control groups. The results showed that there were statis-tically significant differences between the mean scores of the two groups on the mathematical thinking test, and there were also statistically significant differences between the mean scores of the two groups on the logical reasoning test. The size of the effect of applying the class formative assessment on both thinking was calcu-lated, and it appeared that it had a clear effect on both mathematical thinking and logical thinking. In light of the results, the two researchers recommended a number of recommendations.

Students’ Perceptions of Factors Contributing to Performance in Accounting Principle Courses

Undergraduate students’ performance has been extensively studied to identify the critical components in effective teaching and learning pedagogies. This study aims to determine whether the teachers’ practices and implementation of Classroom Assessment Techniques (CAT) enhanced students’ performance in Accounting Principles’ courses and assess students’ perceptions concerning the impact of English language proficiency (EP) and the availability of Saudi-centric textbook materials on students’ performance. Additionally, this study employed the questionnaire survey approach to gain insights into accounting undergraduates’ perceptions of academic performance in Accounting Principles courses. As most students were found to be underachievers, the study outcomes led researchers to propose active learning approaches using CAT as an initiative towards improving students’ performance in benefitting the university and positively transforming the teaching and learning environment.

Herding CATS: Building Student Engagement in Remote Learning in the U.S. and Uzbekistan

Reflecting on the experience of faculty at Boston College Law School and Tashkent State University of Law in Uzbekistan during the early months of the covid-19 pandemic, this essay discusses how law teachers can promote student engagement in remote learning by adapting classroom assessment techniques, or CATs, to the remote learning environment. Originally promoted in a 1988 book by Thomas A. Angelo and K. Patricia Cross as tools “to help teachers find out what students are learning in the classroom and how well they are learning it,” CATs are well-designed and well-tested in-class activities that require students to interact with the teacher and with content; thus, in addition to providing information about learning, CATs can be used as methods to engage students in learning. CATs adapt easily from the physical to the virtual classroom, which to many law teachers in the U.S. offers the promise of engaging students in a manner similar to the physical classroom. In light of drawbacks of the virtual classroom, however, U.S. law teachers may find instructive the experience of teachers at TSUL, who have devised ways to employ activities that function similarly to CATs in lower bandwidth contexts.

A Pre-Experimental Research on the Implementation of Selected Class-room Assessment Techniques for Music, Arts, Physical Education, and Health

The primary objective of this study is to examine and identify the classroom assessment techniques (CATs) that might provide and help teachers through assessment and evaluation processes in Music, Arts, Physical Education, and Health (MAPEH) using pre-experimental research through one-group pretest-posttest design. The study was conducted at Jose Abad Santos High School in Manila, Philippines during the third grading period of the researcher’s practicum. The sample of the study consists of 20 students selected through the purposive sampling technique. Quantitative and quali-tative data analyses were employed. The instruments used in the study were a teacher made quiz, CATs sample assessment as the treatment, and the perception survey questionnaire (PSQ) regarding the CATs. The result revealed that there is a significant difference between the pre-evaluation and post-evaluation after the CATs implementation. In the post-evaluation, the mean score was significantly higher than the pre-evaluation, which indicates that the CATs improved the performance of students in MAPEH. On the other hand, as revealed in the PSQ, the students regarded the CATs positively. It shows, in this case, that CATs are a great alternative to traditional assessments. Other CATs to be developed and implemented for better learning and effective teaching are recommended.

The Effect of Research-based Music Classroom Assessment Techniques on the Students' Performance in Flute Recorder Education

This action research study utilized a quasi-experimental design to examine the effect of research-based music classroom assessment techniques on the students' performance in flute recorder education of one group using the pre-test and post-test design. The study used a purposive sampling of 30 eighth grade junior high school students from the eight sections of Espiritu Santo Parochial School of Manila, Inc. The participants were introduced to three research-based music classroom assessment techniques as an academic intervention in their flute recorder music learning such as Instrumental Schematic Processing, Music Concept Memory Exercise, and Five-Letter Name Pitch Memory Test. The results of pre-evaluation and post-evaluation were compared to determine its effect. The results showed that the students had a low performance in the pre-test and there was an increase in the post-test after its utilization with a mean score of 23.00 and a standard deviation of 2.83. The t-value of 12.717 significant at p < .01 has a significant difference in the performance of the students in flute recorder education. The computed value of normalized gain was 0.469 inferred to a moderate gain on the students' scores. The research-based music classroom assessment techniques as an academic intervention showed positive implications on the students' music learning and performance in flute recorder education. It could also be used as part of an integral domain in assessment and evaluation of learning intended to introduce the classroom teacher and prospective teacher to those elements of measurement and assessment essentials for effective teaching.

Classroom Assessment Techniques: A Critical Component for Effective Instruction

AbstractClassroom assessment techniques (CATs) provide instructors with the opportunity to get feedback about what students are learning, where they need help, and provide instructors with an important tool to tailor course design and student learning.

The Role of Classroom Based Assessment A focus on formative language assessment

The aim of this paper is to investigate research studies in relation to assessment in the classroom environment, and to look at the role of classroom assessment, with a peculiar concentration on formative language assessment. It seems that the teachers’ classroom assessment performanes and techniques may directly affect learners’ learning, and this includes young learners. Classroom teachers are the pioneers helping students learning and assessing their practice in the classroom. Hence, the literature review is mainly concerned with the role of classroom assessment and the connection between classroom assessment practices and learning. This study also aims to clarify some terminology and explores the relationship between assessment and learning with young language learners in the EFL context via a review of literature on experiences of assessment with young adolescent learners.

Learner Engagement in Optional Discussion Forums: A Reflection on An Online Statistics Course

When teaching pre-loaded and ready-to-use online courses, online instructors can integrate some optional discussion forums to tailor their instructions and to redirect teaching to meet instructional objectives. My teaching experiences, however, have revealed a lack of learner engagement in such optional discussion forums. Keeping this problem in mind, I explored possible ways to design and incorporate optional discussion forums in a pre-loaded online statistics course. Learners in this course were non-traditional doctoral learners, and they demonstrated satisfying engagement in these optional discussion forums. Therefore, in this reflection paper, I describe the process to design these optional discussion topics, evaluate learner engagement in optional discussion forums through three dimensions, and share major instructional strategies I used during this course to cultivate student engagement to work on these optional discussion topics. Keywords: Cognitive engagement, behavioral engagement, emotional engagement, deep learning, expectancy-value motivation theory, classroom assessment techniques

Constructive Error Climate: A Classroom Assessment Technique in Science Classes

Constructive Error Climate: A Classroom Assessment Technique in Science Classes