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Classroom Assessment and Research: An Update on Uses, Approaches, and Research Findings


reviewed by Susan M. Brookhart — 2001

coverTitle: Classroom Assessment and Research: An Update on Uses, Approaches, and Research Findings
Author(s): Thomas Angelo (Ed)
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787998850, Pages: 116, Year: 1998
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Classroom Assessment and Research, in the context of this book, means Classroom Assessment Techniques (CATs, Angelo & Cross, 1993) applied in higher education classrooms to study and improve the teaching-learning process. CATs are usually anonymous; they are assessments for the purpose of feedback for instruction, with a focus on the teacher understanding the learner. They are not assessments of identified students for grading purposes. This book is a collection of ten chapters that describe uses and results of classroom assessment and research in various schools or higher education systems. It is the second book in the New Directions series to do that. In 1991, Angelo edited No. 46 in this same series, Classroom Research: Early Lessons from Success. No mystery about the author’s message in that title! The reader will find two themes in this book that cross all of the chapters. The first is the most important. Student involvement in their own learning -- through the reflection, summary, synthesis, or questioning that CATs require -- is... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 5-7
http://www.tcrecord.org ID Number: 10528, Date Accessed: 6/29/2017 6:50:23 AM

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About the Author
  • Susan Brookhart
    Duquesne University
    E-mail Author
    SUSAN M. BROOKHART, Ph.D., is an associate professor in the Department of Educational Foundations and Leadership at Duquesne University. Her research interests are classroom assessment, educational measurement, and evaluation of teacher education. Publications include Art and Science of Classroom Assessment: The Missing Part of Pedagogy (George Washington University, Graduate School of Education, 1999).
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