English Version
Abstract
Increased focus on assessment of student learning, within college classrooms, has lead many professors to routinely employ classroom assessment techniques as a means to make adjustments in teaching during the instructional process. This article describes a technique, Talking Drawings, which was developed by a high school teacher as a teaching strategy. The authors describe the reconceptualization of Talking Drawings, into a classroom assessment technique, which is appropriate for a variety of uses at the college/university level. The primary purpose of this technique is to provide the instructor with feedback as to the effectiveness of teaching and to find out what students are or are not learning. Illustrated, in this article, is the Talking Drawings classroom assessment technique, examples for application, and procedures for utilization within the classroom.
Increased focus on assessment of student learning, within college classrooms, has lead many professors to routinely employ classroom assessment techniques as a means to make adjustments in teaching during the instructional process. This article describes a technique, Talking Drawings, which was developed by a high school teacher as a teaching strategy. The authors describe the reconceptualization of Talking Drawings, into a classroom assessment technique, which is appropriate for a variety of uses at the college/university level. The primary purpose of this technique is to provide the instructor with feedback as to the effectiveness of teaching and to find out what students are or are not learning. Illustrated, in this article, is the Talking Drawings classroom assessment technique, examples for application, and procedures for utilization within the classroom.
Since the National Commission on Excellence in Education’s report, A Nation at Risk in 1983, there has been pressure for “schools, colleges, and universities to adopt more rigorous and measurable standards” (A Nation at Risk, 1983). The focus on measurability has lead to numerous assessment initiatives within education. One initiative is the focus on the use of both summative and formative evaluation.
Summative evaluations are those that provide information at a particular point in time, such as at the end of a course. These assessments are often used to make a judgment about the student’s progress in relationship to content standards after a particular instructional period is over. Summative assessment is often seen in the form of exam scores, paper grades, course grades, and/or standardized tests.
Journals for full download on the link below
Summative evaluations are those that provide information at a particular point in time, such as at the end of a course. These assessments are often used to make a judgment about the student’s progress in relationship to content standards after a particular instructional period is over. Summative assessment is often seen in the form of exam scores, paper grades, course grades, and/or standardized tests.
Journals for full download on the link below
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