Other Resources
Resources I have found useful, some of which I developed, that may help you.
50 Classroom Assessment Techniques. A Handbook for Faculty
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Abstract
The linked tool is a Google sheet that cross-references each CAT to the Angelo & Cross Teaching Goals Inventory. Once you take the inventory, you can use this grid to more quickly find assessments that match your most important teaching goals.
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https://docs.google.com/spreadsheets/d/1U8SxagHmDo_0fL4LBR4XcFJOHHQInpDthM10ZG5_ZBE/edit?usp=sharing
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Angelo & Cross wrote a very useful book that includes 50 different assessment techniques (CATs). "It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Most important, because Classroom Assessments are created, administered, and analyzed by teachers themselves on questions of teaching and learning that are important to them, the likelihood that instructors will apply the results of the assessment to their own teaching is greatly enhanced" (Angelo & Cross, 1993).
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Angelo & Cross include a Teaching Goals Inventory, 53 Likert-scale questions (available free here: https://tgi.its.uiowa.edu/) at the end of their book.
Angelo & Cross: CATS to Teaching Goals Spreadsheet
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Abstract
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Cross, K. P., & Angelo, T. (1988). Classroom Assessment Techniques. A Handbook for Faculty. Available at: http://eric.ed.gov/?q=ED317097&id=ED317097
50 assessments, commonly known as 50 CATS (Classroom Assessment Techniques). These are targeted at individual student activities; however, some can be easily adapter for pairs or small groups. Although listed as assessment techniques, all of these involve students thinking about their learning. These are categorized by: Techniques for Assessing Course-Related Knowledge & Skills, Techniques for Assessing Learner Attitudes, Values, & Self-Awareness, and Techniques for Assessing Learner Reactions to Instruction. Each CAT includes the following sections: description, purpose, suggestions for use, example, procedure, analyzing the data you collect, ideas for extending and adapting, pros & cons, and caveats. An updated version of this book is available in paperback.
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Also includes the Cross and Angelo Teaching Goals Inventory, but this may have been updated in the newer version of this book.
70 Active Learning Strategy Cards from DePaul University
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Abstract
Supplemental Instruction. (n.d.). Active Learning Strategy Cards. DePaul University. Retrieved September 16, 2022, from https://resources.depaul.edu/teaching-commons/teaching-guides/learning-activities/Documents/Strategy%20Cards%207.25.16%20MASTER.pdf
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70 strategies, categorized by level of Bloom’s Cognitive Taxonomy and by the following: Facilitation Techniques, Recall/Review Activities, Organization and Visuals, Problem Solving Activities, Study Strategies, and Growth Mindset. The list provides basic directions for each strategy.
226 Active Learning Techniques from Iowa State University
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Abstract
Center for Excellence in Learning and Teaching (CELT). (n.d.). 226 Active Learning Techniques. Iowa State University. https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf
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226 activities categorized by: lecture, Lecture (Small Class Size), Student Action: Individual, Student Action: Pairs, Student Action: Groups, Second Chance Testing, Second Chance Testing, YouTube, Mobile and Tablet Devices, Audience Response Tools, Creating Groups, Icebreakers, Games (Useful for Review), Interaction Through Homework, Student Questions, Role-Play, Student Presentations, Brainstorming, and Online Interaction. Each activity includes a brief description.
22 Active Learning strategies while Physically Distancing
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Abstract
Baumgartner, J. (n.d.). Active Learning while Physically Distancing. Louisiana State University. Retrieved September 16, 2022, from https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8/edit?fbclid=IwAR19kBPLsLngkQx689XRPxUfTleuzkQ2Jve-TXUwFGwUw2JOkzEwu7SU9iQ&usp=embed_facebook
22 strategies with directions for using each in Online—Synchronous, Online—Asynchronous, and F2F Physically Distanced modes. This Google sheet includes links to useful documents and technologies to support each strategy. The strategies are organized in the following categories: Engage Content Learning + Support Communication Skills Development, Engage + Check Understanding, Monitor/Assess Understanding, Reflect on Learning, Strengthen Understanding, Active Engagement + Planning for Future Learning Connections, and Providing/Getting Feedback on Work in Progress. (A slightly different version is available at: https://trefnycenter.mines.edu/active-learning-in-remote-virtual-hybrid-online-and-physically-distanced-classrooms/)
18 Active Learning Techniques from Cornell University
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Abstract
Center for Teaching Innovation. (n.d.). Active Learning in Online Teaching. Cornell University. Retrieved September 16, 2022, from https://teaching.cornell.edu/resource/active-learning-online-teaching
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18 strategies specifically for online learning, including links to technologies to support each. Organized into the following strategies: Practice with Feedback, Peer Learning, and Structure. This webpage also includes sections on Some challenges encountered when doing active learning online and Putting it all together: Cornell courses using active learning online.
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