How To Institute the Cross/Angelo Classroom Assessment Training Program on a College Campus, or, How To Create a Dynamic Teaching/Learning Partnership between Teachers and Students.

Autor/inn/en	Catlin, Anita; Kalina, Michelle
Institution	Napa Valley Coll., Napa, CA.
Titel	How To Institute the Cross/Angelo Classroom Assessment Training Program on a College Campus, or, How To Create a Dynamic Teaching/Learning Partnership between Teachers and Students.
Quelle	(1993), (198 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Leitfaden; Unterricht; Lehrer; Budgets; Classroom Techniques; College Faculty; Community Colleges; Educational Research; Feedback; Institutes (Training Programs); Models; Outcomes of Education; Program Descriptions; Program Implementation; Student Attitudes; Student Evaluation of Teacher Performance; Student Reaction; Teacher Response; Teacher Workshops; Two Year Colleges + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Finanzhaushalt; Klassenführung; Fakultät; Community college; Community College; Bildungsforschung; Pädagogische Forschung; Sommerakademie; Analogiemodell; Lernleistung; Schulerfolg; Schülerverhalten; Schülerkritik; Lehrerkommentar
Abstract	This manual offers practical guidelines, based on the work of K. P. Cross (1988) and T. A. Angelo (1991), on implementing a Classroom Assessment Training Project (CATP) at a high school or college. The manual contains information on planning, budgeting, training, and content. The Cross/Angelo Classroom Assessment Model relies on quick, anonymous written feedback from students about their understanding of course content and their reactions to instruction. Unlike tests and quizzes, Classroom Assessment Techniques are ungraded, allowing instructors to adjust instruction rather than assess achievement. Chapter 1 of the manual provides an overview of the Classroom Assessment Model, defining terminology, reviewing the model's philosophical and historical background, and outlining related research. Chapter 2 details the steps to implementing a CATP, covering administrative support, fiscal requirements, training of faculty leaders, reassigned time for coordinators, compensation for faculty participants, clerical support, purchase of textbooks, sources of funding, budget breakdown for sample college, factors to ensure program success, selecting and training a leader/trainer, timeline for implementation, recruitment of faculty, and length and mix of training. Chapter 3 describes the faculty training sessions, providing information on planning, the content of the first training session, follow-up workshops, encouragement of teacher participation, and responses to problematic feedback. Finally, chapter 4 provides supplementary materials, including samples of a faculty leader contract, participant contract, and agenda and handouts for the first training session; the names, phone numbers, and disciplines of California community colleges faculty who have been trained in the techniques; and 18 references. (PAA)
Anmerkungen	Napa Valley College Bookstore, 2277 Napa-Vallejo Highway, CA 94558 ($18, including tax, shipping, and handling).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC