Classroom assessment techniques: an assessment and student evaluation method
Some of the challenges that face Higher Education are how to ensure that assessment is meaningful and that feedback is prompt in order to promote learning. Another issue is how to provide lecturers with feedback regarding their efficacy, in a timely and non-judgmental manner. This paper proposes tha...
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| Format: | Article |
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Scientific Research Publishing
2012
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| Online Access: | https://eprints.nottingham.ac.uk/2637/ |
| _version_ | 1848790836165214208 |
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| author | Walker, Dawn-Marie |
| author_facet | Walker, Dawn-Marie |
| author_sort | Walker, Dawn-Marie |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Some of the challenges that face Higher Education are how to ensure that assessment is meaningful and that feedback is prompt in order to promote learning. Another issue is how to provide lecturers with feedback regarding their efficacy, in a timely and non-judgmental manner. This paper proposes that Classroom Assessment Techniques (Angelo and Cross, 1993), maybe a good way of answering both of those issues. They are quick and easy tasks set within the lecture, which tests the student’s knowledge, providing an immediate opportunity for further elaboration if needed by the lecturer, therefore providing immediate feedback to the students. It also ensures that the lecturer has delivered the most salient messages, therefore also providing feedback to the lecturer. |
| first_indexed | 2025-11-14T18:18:56Z |
| format | Article |
| id | nottingham-2637 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T18:18:56Z |
| publishDate | 2012 |
| publisher | Scientific Research Publishing |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-26372020-05-04T20:21:20Z https://eprints.nottingham.ac.uk/2637/ Classroom assessment techniques: an assessment and student evaluation method Walker, Dawn-Marie Some of the challenges that face Higher Education are how to ensure that assessment is meaningful and that feedback is prompt in order to promote learning. Another issue is how to provide lecturers with feedback regarding their efficacy, in a timely and non-judgmental manner. This paper proposes that Classroom Assessment Techniques (Angelo and Cross, 1993), maybe a good way of answering both of those issues. They are quick and easy tasks set within the lecture, which tests the student’s knowledge, providing an immediate opportunity for further elaboration if needed by the lecturer, therefore providing immediate feedback to the students. It also ensures that the lecturer has delivered the most salient messages, therefore also providing feedback to the lecturer. Scientific Research Publishing 2012-10 Article PeerReviewed Walker, Dawn-Marie (2012) Classroom assessment techniques: an assessment and student evaluation method. Creative Education, 3 (6A). pp. 903-907. ISSN 2151-4755 Assessment; Student Evaluation; Feedback; Classroom Assessment Techniques http://www.scirp.org/journal/PaperInformation.aspx?paperID=23555 doi:10.4236/ce.2012.326136 doi:10.4236/ce.2012.326136 |
| spellingShingle | Assessment; Student Evaluation; Feedback; Classroom Assessment Techniques Walker, Dawn-Marie Classroom assessment techniques: an assessment and student evaluation method |
| title | Classroom assessment techniques: an assessment and student evaluation method |
| title_full | Classroom assessment techniques: an assessment and student evaluation method |
| title_fullStr | Classroom assessment techniques: an assessment and student evaluation method |
| title_full_unstemmed | Classroom assessment techniques: an assessment and student evaluation method |
| title_short | Classroom assessment techniques: an assessment and student evaluation method |
| title_sort | classroom assessment techniques: an assessment and student evaluation method |
| topic | Assessment; Student Evaluation; Feedback; Classroom Assessment Techniques |
| url | https://eprints.nottingham.ac.uk/2637/ https://eprints.nottingham.ac.uk/2637/ https://eprints.nottingham.ac.uk/2637/ |