Classroom Assessment -- Enhancing Learning through Student and Teacher Reflection

 

CLASSROOM ASSESSMENT:

ENHANCING LEARNING THROUGH STUDENT AND TEACHER REFLECTION

 

Diana K. Kelly, Ph. D.

 

ABSTRACT

"Classroom Assessment Techniques" are teaching techniques which were developed by K. Patricia Cross and Thomas A. Angelo in which faculty use simple research techniques to determine what students have been learning.  This paper describes the results of two studies of Classroom Assessment Techniques.  The objective of both projects was to study the effects of using Classroom Assessment Techniques upon the success, retention, and involvement in learning of adult learners in evening classes.  The second study also examined in greater depth the faculty development aspects Classroom Assessment Techniques. A total of 29 faculty members were selected to participate in the two research projects.  All taught at least one evening class, and they represented a wide range of disciplines and levels. Faculty were trained in the use of Classroom Assessment Techniques, then incorporated the techniques into one evening class for one semester.  Student grade and course completion data was compared with data from the prior semester (in which Classroom Assessment Techniques were not used).  In both research projects, Classroom Assessment was found to have a positive impact on students' involvement in learning, and their perceptions of the teacher caring about their learning.  Although grades did not appear to be affected significantly by the use of Classroom Assessment Techniques, there was a tremendous increase in student success in the pre-collegiate level courses.  Course completion rates showed mixed results.  In both research projects, the faculty development results were very positive.  Faculty felt that they learned more about the teaching and learning process as a result of using Classroom Assessment Techniques.  They particularly enjoyed taking time to share their teaching experiences with colleagues, and they appreciated the opportunity to learn from colleagues in other disciplines.  Further study is needed to determine the impact of Classroom Assessment techniques on students' development as learners.

Introduction to Classroom Assessment

"Classroom Assessment Techniques" are teaching techniques which have been developed by K. Patricia Cross of U.C. Berkeley and Thomas A. Angelo of Boston College in which instructors use simple research techniques to find out what students have been learning.  These techniques are described in detail in their 1993 book, Classroom Assessment Techniques:  A Handbook for College Teachers. Clear benefits have been shown by using Classroom Assessment Techniques in the teaching and learning process, for both faculty and students.

Benefits to Faculty. 

Classroom Assessment helps faculty to focus on student learning rather than on their own teaching.  By finding out what students have learned and what is unclear, instructors can focus the class more effectively to meet the learning needs of that group.  This may mean reviewing some areas, or spending less time in other areas.  Unlike student evaluation surveys which are typically given at the end of the semester, Classroom Assessment provides an on-going formative evaluation.  The instructor can find out what can be changed immediately to help students to learn.

Benefits to Students. 

Returning adults who are uncertain of their learning abilities may be hesitant to ask questions during class.  Classroom Assessments give students opportunities to provide anonymous feedback to the instructor about their learning. Students often discover, as the instructor reviews the feedback, that others in the class had similar questions. Theirs was not a "dumb question" after all.  Classroom Assessments require students to think about what they've learned so far.  Students may become more involved in their learning when they find that others in the class learned some interesting things that they had not picked up from the class session.  Through greater involvement, students are likely to become more self-directed learners, and may be more likely to successfully complete the class.

 

Research Projects to Study the Effects of Classroom Assessment Techniques.

The National Center on Adult Learning (State University of New York, Empire State College) and the California Community Colleges "Fund for Instructional Improvement" provided resources for two year-long study of the effects of Classroom Assessment Techniques on adult learners and faculty.  Both research projects were completed by Diana K. Kelly at Fullerton College.

The objective of both projects was to study the effects of using Classroom Assessment Techniques upon the success and retention of adult learners in evening classes by answering the following two questions: 1) Does Classroom Assessment affect learning and involvement in learning?;  2) Does Classroom Assessment affect course completion?  Building on the first study, the second study also examined in greater depth the extent to which faculty involvement in teaching was affected by using Classroom Assessment Techniques.

 

National Center on Adult Learning Research Project

Methodology. 

Sixteen part-time faculty members were selected to participate in the research project.  All normally teach classes of primarily adults in the evening, but the faculty represented varying levels of teaching experience, from a first-semester teacher to those with many years of experience.  Nine represented career-related fields and seven were from academic fields.  Because grades and course completion rates would be compared from the prior semester's class (before the faculty learned to use Classroom Assessment Techniques), all faculty who were selected had taught the same semester in the prior semester as the semester of the study.  All faculty selected indicated a desire to incorporate learner-centered techniques into their classes.

Faculty in the Classroom Research Project participated in six hours of Classroom Assessment training and a three-hour meeting before the Fall semester.  Throughout the Fall semester, all participants used the Classroom Assessment techniques in their classes at least four times, at times determined by individual participants.  After each Classroom Assessment, each participant wrote a brief summary of their experiences to evaluate teaching/learning effectiveness. The Classroom Research group met once per month during the Fall semester to discuss their experiences with Classroom Assessment.

 

Results

Student retention and grades were compared for each class of each faculty participant: the Spring class (prior to the semester of this study) in which Classroom Assessment was not used was compared with the Fall class in which Classroom Assessment Techniques were used.

 

Course Completion.  In Spring (before using Classroom Assessment) the overall course completion rate for the faculty in this group was 75.1%. [The overall college course completion rate was 75.4%, and the course completion rate in evening classes was 73.8%.] In Fall (using Classroom Assessment) the overall course completion rate for the faculty in this group was 78.7%. [The overall college course completion rate was 76.2%, and the course completion rate in evening classes was 74.1%.]  Eleven classes had improved retention and 5 had poorer retention in Fall.

In a matched pair t-test, a significant difference was found in the retention rate of classes in Spring and Fall.  [T=2.35, probability <.05]

 

Grade Distribution.  In Spring (before using Classroom Assessment) the overall mean GPA for the classes of faculty in this group was 3.07 on a 4.0 scale.  [The mean GPA of the college was 2.76, and the mean GPA in evening classes was 2.84.]  In Fall (using Classroom Assessment) the overall mean GPA for the classes of faculty in this group was 3.05. [The mean GPA of the college was 2.72, and the mean GPA in evening classes was 2.84.]  In a matched pair t-test, no significant difference was found in the GPA of classes in Spring and Fall.

However, in Credit/No Credit Pre-College Level Classes (5 of 16 classes) the results were significantly different. In Spring (before using Classroom Assessment) "credit" was earned by 71 percent of the students in the classes of the faculty in this group. [In the college overall, 62 percent of students in pre-college classes earned "credit," and in evening classes, 73 percent earned "credit."]  In Fall (using Classroom Assessment) "credit" was earned by 87 percent of the students in the classes of faculty in this group. [In the college overall, 69 percent earned "credit," and in evening classes, 78 percent earned "credit."]

                       

Student Learning and Involvement in Learning.  At the end of the Fall semester, students provided the following comments about their learning experiences.

 

Over 93 percent felt that their individual questions about this class were satisfied:

•          "I always felt that my questions were answered clearly.  I never left the classroom feeling             confused."

•          "We were able to ask questions about the specific topics we had problems with and did not        have to waste time on the subjects we understood."

•          "The instructor always checked for understanding and was willing to re-teach or review whenever necessary.  The instructor was also very aware of each person's needs."

                                   

Eighty-one percent agreed that the anonymous feedback helped them to learn:

•          "It was interesting to think about what I really extracted from this class.  I guess I expected to    sit still and be told what to do.  My own input was sometimes difficult to express, but worth the effort."

•          "Yes, because the fear of being looked down upon or embarrassed was eliminated.  I was able   to express myself freely and openly."

•          "Allowed me to pinpoint the areas I wasn't clear on, and either study for myself or ask about      them in class."

Eighty-two percent felt that the anonymous feedback helped them to feel more involved in the class.

•          "Yes.  I felt involved in the class due to anonymous feedback because it caught my attention      and kept me concentrating on the topics discussed."

•          "Yes,  It proved that the teachers are concerned and it makes the students feel involved."

•          "Yes, it made me feel involved because sometimes my questions were used and answered."

 

Faculty as adult learners:  the growth and development of faculty in the project. Although the purpose of this research was to study student outcomes, it became clear through the faculty meetings that faculty were also learning and growing as a result of using Classroom Assessment Techniques.  As a result of this unexpected finding, the second research project focused more in depth on the faculty development aspect of using Classroom Assessment Techniques. The following sample comments reflect the experiences of the faculty in the project:

•          "As a novice teacher, I found that I was always unsure of myself and wondering, 'Are they         getting it?  Is this working?'  Using the Classroom Research techniques has given me so much   confidence in my teaching, because I found out that I was being too hard on myself!  The    students gave me much more positive feedback than I had expected.  Now if I ever wonder if     something is working, I just pull out the cards and ask the students." (ESL faculty)

•          "Using Classroom Research has actually saved me time.  I can find out quickly by asking a        simple question, using the cards, whether or not students are 'getting it'." 

•          "Mind-reading is not a part of the job description.  The most important thing I've learned this             semester is that if you want to find out what students are having trouble with, just ask!  Before when I asked the class 'Does anyone have any questions?,'  you could hear a pin drop.  But with the cards, I've been getting excellent questions and responses from those who would  otherwise not ask."

•          "I was much more creative this semester in my teaching.  When I found out that  something       wasn't working, I'd have to think of another way to get students to learn."

Fund for Instructional Improvement Project

Methodology. 

Thirteen faculty members were selected to participate.  All taught at least one evening class, and the faculty represented a wide range of disciplines and levels (representative of the college):  half of classes were in academic subjects, half were career-related subjects; one quarter of the classes were college preparatory, half were introductory college-level classes, and one quarter of the classes were advanced classes (requiring at least one prerequisite course in the same subject). Four group members were full-time faculty, nine were part-time faculty, and all indicated a willingness to incorporate learner-centered adult-learning techniques into their Spring classes. [However, two faculty never actually incorporated Classroom Assessments or interactive techniques into their classes. These were dropped from the data analysis.]

Faculty in the project group participated in four workshops during the Fall semester on the following topics:  Adult Learning; Learning Styles; Interactive Teaching; and Classroom Research.  Each workshop was three hours in length, with the exception of the Classroom Research workshop, which was six hours in length.  Five monthly meetings were held during the Spring semester to discuss experiences in class:  one meeting was held before the start of the Spring semester, and four additional meetings were held during the semester. In fourteen Spring evening classes, faculty used Classroom Assessment Techniques and other interactive techniques (such as Cooperative Learning).  Group members wrote brief reports after classes in which they used an assessment or an       interactive technique to reflect on their experiences.  These reports were shared with other group members at the monthly meetings. 

Students in the classes of the group members were surveyed three times during the semester:  once on the first class meeting, once at mid-semester, and once at the end of the semester.  The purpose of these surveys was to track student levels of involvement and other observations about the class throughout the semester.

Near the end of the project, in May,  each faculty group member held a workshop for the faculty in their own discipline.  This provided an opportunity for group members to re-evaluate their own progress in using Classroom Assessments and other interactive techniques, and provided an opportunity for faculty who were not a part of the project group to learn more about these techniques.  At the end of the project, each faculty group member was interviewed individually to provide an opportunity for reflection on their own growth as teachers.

Results of the Classroom Research Project Related to Student Learning

Grades and Measures of Learning.  Although the overall combined grade averages of all of the classes and the mean scores on a consistent measure of learning went up progressively over three semesters (the semester before the project, the semester in which faculty learned new techniques, and the semester in which the new techniques were used), matched pair t-tests showed no significant differences between the class-by-class grades and learning measures of the three semesters.

Student Self-Rating of Learning Progress.  The overall self-ratings of learning progress in the student surveys did not change significantly from the middle to the end of the semester. Student interest level, involvement level, and satisfaction with the class were significantly related to the self-ratings of learning progress.

Student Comments about Class Activities that "Helped You to Learn."  Ninety-two percent of the students indicated that their questions and needs had been satisfied in the class.  The following class activities were mentioned most frequently as those which "helped you to learn:"

•          activities which involved the students directly, including class discussions, group activities,       and other opportunities for class participation. 

•          activities in which they were able to apply what they had learned.

•          activities which facilitated interaction with the instructor, including Classroom Assessments.

•          activities which provided examples, including audio-visual materials and detailed explanations from the instructor.

NOTE:  Only one percent listed "good lectures" as a class activity that helped learning!

Student Suggestions for Changes to the Class to Help Their Learning.  In both the mid-semester and end of semester surveys, the majority of comments suggested changes to the style and organization of the class, and many comments indicated that students needed additional help.  Students felt they would learn more with these changes:

•          More opportunities to apply their knowledge.

•          Greater variety of teaching/learning methods (guest lectures, audio-visual, etc.)

•          More opportunities for class participation and active involvement.

•          More examples and explanations to clarify the subject.

Student Involvement in Learning.  There were no significant differences in the levels of student involvement across the semester.  However, a higher proportion of student comments at the end of the semester noted that the teacher encourages involvement and participation.  Students' self-rating of learning progress, interest levels, the level of importance attributed to the class at the beginning of the semester, being in a career-related class, applying knowledge to a current job, grade aspirations at the beginning of the semester,  and having expectations (for the class) met were related positively and significantly to students' involvement in learning.

Student Involvement In Learning Outside of Class.  There was a significant decrease from the number of homework hours planned at the beginning of the semester to the number of actual homework hours reported at mid-semester.  However, at the end of the semester, 72 percent said that they should have spent more time studying.  As is typical of adult learners, many noted that although they wanted to spend more time studying, no additional time was available.   Those in advanced-level classes, those who planned to study with others, and those who had highly individualized plans for applying the knowledge gained from the class spent significantly more time studying outside of class than other students.

Results of the Classroom Research Project Related to Course Completion: 

Course Completion across three semesters.  Although course completion rates went up slightly in the semester in which Classroom Assessment Techniques were used, the increase was not significant.  However, there was a significant decrease in course completion rates in the semester in which faculty were learning about Classroom Assessment and other interactive techniques. 

Characteristics of Students who Completed the Course, versus those who did not.  It is particularly interesting that none of survey results from the beginning of the semester were significantly related to course completion, nor were the characteristics of the class (size, level, discipline, etc.). However, by mid-semester something had happened to affect course completion.  Those who completed the course had higher self-ratings of learning progress at mid-semester, higher involvement levels at mid-semester, and higher interest levels at mid-semester.

                                                          

Results of the Classroom Research Project Related to Faculty Involvement in Teaching:

Changes in Faculty Attitudes about Teaching and Learning.  Faculty comments indicated that as the semester progressed, they were thinking more deeply about the teaching and learning process and about "what works" with adult learners.  They started to respond to the differences in learning styles among their students, and the individual motivations and needs of their students. 

By mid-semester, faculty were struggling with the conflict between the existing structure of their courses (pressures to cover vast quantities of content during each class meeting),  and the desire to incorporate more learner-centered techniques.  Although they used Classroom Assessments and interactive learning activities, many decided that to emphasize learner-centered techniques, they would need to restructure their classes for the following semester.  Some noted that it would be easier to stick with their old ways of teaching, but they found the additional interaction with students more rewarding than simply "covering content." 

The external influences of the faculty group were important in motivating faculty to become more involved in their teaching.  They were willing to try new techniques in their own classes after hearing about the successes in other classes.  They also discovered the value of consulting other faculty, even those from different disciplines, to solve teaching problems and challenges.

At the end of the project, faculty found it rewarding to share what they had learned about learner-centered techniques with colleagues in their own departments who were not members of this project group, because the responses from their colleagues was so positive.  Many noted that they hoped this would open up an on-going departmental conversation about teaching and learning. 

                       

Faculty Comments about Classroom Assessment Techniques.  Early in the semester, faculty quickly discovered that their students really appreciated the opportunity to provide anonymous feedback. Faculty discovered the value of asking students to answer questions about which they really had interest.  This made the student feedback relevant and useful to them. Some faculty were concerned about the time it takes to administer a Classroom Assessment and to report back to their students.  It was recommended that they find ways to build the assessments into the class so they are not an "add-on" activity. One of the most important benefits of using Classroom Assessments was enhanced communication both ways:  the students communicated their questions and concerns to the faculty, who were then better able to meet their learning needs. As a result, some added a wider variety of teaching techniques to their classes, and others became more explicit about the relevance and application of what was being learned.

 

Conclusions and Recommendations for Further Study

In both research projects, Classroom Assessment was found to have a positive impact on students' involvement in learning, and their perceptions of the teacher caring about their learning.  Although grades did not appear to be affected significantly by the use of Classroom Assessment Techniques, students appeared to feel that they were learning more because of the opportunity for feedback.  The one clear exception was the tremendous increase in student success in the pre-collegiate level courses in the first study.  This may indicate that Classroom Assessment is particularly effective with students who are underprepared for college level work.  Course completion rates showed mixed results.  In the first study there was a significant increase in course completion rates, and in the second study there was no significant difference.  However, other research has shown that when students feel involved in their learning, they are more likely to complete the course.

In both research projects, the faculty development results were very positive.  Faculty felt that they learned more about the teaching and learning process as a result of using Classroom Assessment Techniques.  They particularly enjoyed taking time to share their teaching experiences with colleagues, and they appreciated the opportunity to learn from colleagues in other disciplines.  There is no question that reflecting on teaching and learning through the use of Classroom Assessment Techniques has a positive influence on faculty, making them more aware of the importance of a learner-centered approach.

However, there is important research yet to be done to measure the effects of Classroom Assessment on student learning.  In both of the studies outlined in this paper, students were studied anonymously over only one semester.  It would be beneficial to study a specific cohort group over time to determine how students develop as learners as a result of using Classroom Assessment Techniques.  This type of study could be done with a particular group of students who travel through a program of study together (eg:  Nursing students), or could be done within a department in which all faculty agree to use Classroom Assessment Techniques.  By studying a group of students over time (without violating the anonymity of Classroom Assessments) we would learn more about the impact of Classroom Assessment Techniques on student learning.

 

References

                       

Angelo, Thomas A., (ed.)  (1991).  Classroom Research:  Early Lessons from Success.  "New    Directions for Teaching and Learning,"  Volume 46.  San Francisco:  Jossey-Bass Publishers. 

Cross, K. Patricia, and Angelo, Thomas A. (1993).  Classroom Assessment Techniques:  A        Handbook for College Teachers, Second Edition.  San Francisco:  Jossey-Bass Publishers.

Kelly, Diana K. (1993).  Classroom Research and Interactive Learning:  Assessing the Impact on          Adult Learners and Faculty.  Unpublished doctoral dissertation, The Claremont Graduate         School.  (Available through Dissertation Abstracts).

Kelly, Diana K.  (1991).  The Effects of Classroom Research by Part-time Faculty upon the       Retention of Adult Learners.  Saratoga Springs, N.Y.:  National Center on         Adult Learning,          Empire State College (SUNY).

Videotape:  "Teacher Directed Classroom Research."  College of Marin.  [15 min.]

APPENDIX A

Classroom Assessment Techniques Used by Faculty in the Research Projects

One Minute Paper

•          To provide students with the opportunity to ask questions.

•          To find out what was "clear" or "fuzzy" about a specific topic covered in class.

•          To ask students about the most important things they had learned.

•          To get students to think about what they had just learned by answering a specific question at                   the end of each class meeting.

•          To ask students to provide input before a test:  sample test questions or areas they felt were             important to cover in the test.

•          To ask students to assess the effectiveness of class activities or tests.

•          To provide feedback following a lecture, demonstration, or videotape.

•          To ask students what they would like to review before a test.

•          To encourage students to think about a particular topic before starting a class discussion.

•          To ask students to write what they had learned from reading an article related to the class.

•          To ask students about their expectations and goals for the class.

 

Class Discussions stimulated by One Minute Paper

Faculty used a one-minute paper at the end of a class meeting (with results reported back at the beginning of the next class) or at the beginning of a class meeting as a lead-in exercise for a discussion on that topic.  Faculty reported that far more students participated in these class discussions than in previous discussions without the One-Minute Paper to stimulate thinking.

 

Background Knowledge Probe/Student Survey

•          To find out if students bring the knowledge levels that the instructor assumes they bring.

•          To find out which aspects of the class students anticipate will be easy or difficult for them.

•          To find out if students remembered or understood material from a previous class upon which     this class would be building.

•          To find out if students had regular access to a computer.

•          To learn more about the students' prior knowledge or life experiences related to several specific aspects of the class.

•          To find out more about the specific interests of the students related to the subject of the class     in order to address these interests, and to form work groups of students with similar interests for a project.

 

Focused Listing

•          To encourage students to use what they had learned in theory to make a list (about the topic)      from their own life experience.

•          To ask students to list everything they already know about a particular topic, as a lead-in             activity to the topic.  This is intended to focus the students' attention, and to let the instructor know the variation in the levels of knowledge and misconceptions about the topic.

•          To encourage students to remember terminology or information they had learned (from reading             assignments or from class activities), in preparation for quizzes.

 

Brainstorming Activities stimulated by Focused Listing

Students form pairs or small groups to develop a focused list on a particular topic.

 

Assessment of Testing and Test Preparation

•          To find out from students if they felt that the test was as difficult as expected, if the terms in      the test were understood, and their level of preparation [reading, study guide, etc.] 

•          To ask students about their preferences among different types of tests of:  traditional paper         and pencil tests versus group projects to demonstrate knowledge.

 

Memory Matrix

•          To help students to organize their knowledge so that it may be easier to remember details and             differences among items.

•          To help students to discern patterns among different items.

•          To encourage students to develop their own study references.

 

Process Self-Analysis

•          To help students to analyze the processes they go through in completing an assignment:             which areas are most difficult for them, and how they complete the task.

 

Small Group Analytical Activities

•          Each group is given a different reading assignment, which is then analyzed in depth.  Each        groups become an "expert" on one book, rather than reading many different books.  This  exercise is designed to hone students' analytic skills rather than to cover a lot of content.

•          Small groups spend ten minutes analyzing the same two images by answering specific    questions provided by the instructor. Then each small group provides the answer to one of the questions.  The group notes are used by the instructor to assess students' understanding.

APPENDIX B

How to Use Classroom Assessment Techniques

Classroom Assessment Techniques may be used in any type of class:  traditional academic classes such as English, History, and Math;  vocational "hands-on" classes such as Child Development, Nursing, and Technical Education; and activity classes such as Music Performance, Art, and Physical Education. The Cross/Angelo book contains details of 50 different Classroom Assessment Techniques. Some are for individuals, others are for use in small groups. Some are designed to check students’ immediate understanding, others for application and critical thinking.

Here is an example of one simple technique,  The “One Minute Paper:”

Step 1: Just before the end of class, hand out index cards to students. 

Step 2: On one side, ask them to answer the question, "What was the most important thing you                          learned today?" or "List three new things you learned today."  A specific content-centered                       question is most effective.

Step 3: On the other side, ask them to write any new questions they have as a result of the class                         meeting, or areas they didn't understand fully.

Step 4:  Collect the cards (they should be anonymous). 

Step 5: Tabulate the answers and analyze.  The answers may be arranged into categories by                               types of answers or subject areas.

Step 6: Most important!  Spend five minutes at the beginning of the next class meeting briefly                           summarizing the results of the Classroom Assessment and address the areas which                                 were not fully understood.

Some faculty ask students to respond to a question at the end of every class meeting, and others use Classroom Assessments at the most critical points in the course:  before a major exam or project.  Some faculty integrate the assessments as regular class activities.  Others use assessments to evaluate class activities or tests.  And others have used Classroom Assessment to help students to evaluate their own learning progress.  The frequency and types of assessments used depend on the class, the teacher,  and the reasons for assessing students' learning progress anonymously.