Classroom assessments are formative in nature and thus are used to make immediate changes to teaching and learning strategies. They can occur at multiple times throughout a class and results can be used to improve course content, methods of teaching, and, ultimately, student learning. This is a just-in-time form of assessment that leads to immediate change if needed.
|Examples of Classroom Assessment Tools:|
|Minute Papers (Angelo & Cross)||Case Study||Student Presentations|
|Misconception / Preconception Checks||Analyzing Problems||Quizzes graded/ungraded)|
|Peer Reviews||Jigsaw (Aronson)||Muddiest Point (Angelo & Cross)|
|Concept Mapping||Role Play||Beginners & Enders|
|Reflective Writings||Student-led Discussions||Think-Pair-Share Analysis|
Interactive Teaching - this is a larger list of over one hundred interactive teaching techniques that can enable student learning and provide feedback to both instructors and learners.
In addition to the information included here, we invite you to participate in events focused on Assessment listed in our calendar and to contact the Faculty Center for additional assistance.
College of Sciences One of my primary goals as a teacher is to generate enthusiasm for the learning experience. Effective teaching requires capturing students’ interest, sparking their curiosity and providing them with the information that will increase their desire to further their knowledge and understanding. My goal is to he...
College of Arts and Sciences Active learning fosters academic success. When students take part in the learning process they learn more and retain more than when operating in the passive mode. Thus whether attending a local council meeting, performing statistical analysis on data to investigate a research question or using t...
College of Arts and Sciences During my time at UCF I have made some observations that strongly inform my teaching. Fact: Students who enroll in my classes do not, for the most part, enter the classroom without my enthusiasm for writing. Some are fairly determined; others want to learn enough to get by. Most do not actively seek feedback ...