Plenary V:
What research on learning tells us...

Plenary V
What research on learning tells us about how classroom assessment can improve your teaching

Saturday, November 1, 2003
3:00 - 4:00 pm

Julie Libarkin, Department of Geosciences– Ohio University

Classroom assessment is an integral part of the learning environment. All faculty perform some form of classroom assessment, whether to assign grades, gauge student performance, or evaluate course outcomes. Certainly, classroom assessment has benefits for both students and faculty. Students receive an opportunity to demonstrate understanding without the added stress of typical summative assessments. Faculty benefit through a richer understanding of student learning. In addition, faculty can use classroom assessment to evaluate the effects of their own teaching, and hopefully contribute to an iterative cycle of course modification and improvement. The effects of classroom assessment techniques (CATs) on teaching, as opposed to student learning, are still under study. Fundamental research suggests that the teaching experience can be enriched through the use of CATs, although more studies of the higher education environment are needed. This presentation will discuss some of the effects that CATs can have on both learning and teaching, utilizing data from existing studies and ongoing research.