This article discusses that engaging faculty and students in classroom assessment of learning is the means by which an institution can move from mere academic discourse to an authentic assessment of student learning. Best illustrated by the steps taken at Parkland College, this shift can be accomplished through the use of Classroom Assessment and Research (Rouseff-Baker & Holm, 2004). At Parkland, the faculty applied Classroom Assessment Techniques (CATs) that help gather feedback from students (Rouseff-Baker & Holm, 2004).
The problem with traditional assessment is that students play only a passive role. However, with CATs, the assessment process is more interactive, with the students as valued participants (Rouseff-Baker & Holm, 2004). With the engagement of the faculty, assessment is brought down from the department or program level into the actual classroom setting, where immediate improvements can be experienced.
Through value of assessment courses, these experiences can be imparted to and the techniques learned by other faculty members. CATs are useful in linking classroom and program assessment, and in evaluating not only the outcomes but also the processes used to achieve them.
The formative assessment enabled by CATs and using multiple measures or indicators of learning assesses instruction not after it has been given, but while it is taking place. Since Parkland began using CATs, there have been improvements in active learning, metacognition, positive effect towards learning, academic confidence, acquisition of new knowledge, and development of new skills (Rouseff-Baker & Holm, 2004).
Comparison of traditional classroom learning vs. online E-learning Today, on-line learning becomes a norm of our life. In some fields of knowledge there is a tendency that on-line learning replaces the traditional classroom form. It is rather controversial question which form is better the on-line learning or traditional classroom form, because both of them have some advantages and disadvantages ...
The full engagement of faculty and students in the assessment process is vital, and through CATs, the faculty are more able to investigate the depth and quality of student learning and thus make appropriate adjustments key to a student’s success. As a result, the assessment process becomes more authentic, and institutional culture becomes synergetic and dynamic.
Rouseuff-Baker, F. and Holm, A. Engaging faculty and students in classroom assessment of leraning. New Directions for Community Colleges, (126), 29-42.