How
do I know my students are learning?
How will my students know if they
are learning? Their performance on
quizzes, exams, and projects will
give both of us an indication, but
by then it may be too late to correct
the situation. Feedback at the time
of grading often contributes little
to learning because it comes too
late to take corrective action. How
can I give students timely feedback
without compromising the scope and
rigor of the class?
Feedback
is not only a way of determining quality
of instruction (Bloom, 1976), but it
is also an important concept for improving
instruction and performance (Clariana,
Wagner & Murphy, 2000; Kulhavy & Stock,
1989; Mory, 1992; Panasuk & LeBaron,
1999). Angelo and Cross (1993) embrace
feedback and have developed techniques
that supplement, and even complement,
classroom instruction. Their Classroom
Assessment Techniques, commonly called
CATs, may be viewed as feedback devices.
CATs are typically short exercises
submitted by students, with an emphasis
on collecting feedback rather than
evaluating student performance. CATs
facilitate the process of obtaining
useful feedback (Angelo & Cross,
1993) and are also teaching strategies.
They allow students and instructors
to recognize lapses in student understanding;
moreover, instructors can the use this
information to modify their delivery
of instruction.
CATs are
versatile. They reinforce student learning
in three ways: 1) by focusing student
attention on the most important elements
of the course; 2) by providing additional
practice in valuable learning and thinking
skills; and 3) by training students
to become more self-aware, self-assessing,
independent learners (Angelo & Cross,
1998).
They can
assess prior knowledge, critical thinking,
problem solving, application and transfer
of knowledge and skills, learner attitudes
and values, and learner reactions to
the course. They can provide both informational
feedback and motivational feedback.
Informational feedback is a means of
clarifying, emphasizing, or reinforcing
instruction. Motivational feedback
stimulates the learner to make more
efforts (Lesson 6, 2004).
It
is essential that instructors complete
the loop when using CATS. Student
participation in the feedback process
proliferates when instructors respond
to student feedback. An unanticipated
benefit of CATS is students appreciate
the time instructors take to respond
(Angelo & Cross, 1998, p. 11).
CATS acknowledge students’ investment
of time and energy and show that
instructors value student input and
engagement in practical, concrete
ways. Valuing student input and engagement
is an important component of instruction
when working with the adult learner.
CATS complement the principles of
adult learning. First, adults perceive
themselves to be doers (The National
Center for Research in Vocational
Education, 1987). An integral component
of any CAT is that students are “doing.” Second,
adult learners are autonomous and
self-directed. Using student feedback,
as the CATs do, allows the student
an element of control in her learning
environment. This element of control
can be empower students and often
has a very positive effect on the
learning practice (Chang, Piket-May, & Avery,
1998). Third, adult learners want
respect. CATs are a visible way for
instructors to show that respect.
Angelo,
T. A. & Cross, K. P. (1993). Classroom
assessment techniques: A handbook
for college teachers (2nd ed.). San
Francisco, CA: Jossey-Bass Publishers.
Bloom, B.
(1976). Human characteristics and
student learning. New York: McGraw
Hill.
Chang, J.L.,
Piket-May, M.J. & Avery, J.P. (1998). Using
active student feedback in the learning
environment. Retrieved October
1, 2004, from University of Colorado
at Boulder, Integrated Teaching and
Learning Laboratory website: http://fie.engrng.pitt.edu/fie98/papers/1238.pdf
Clariana,
R. B., Wagner, D., & Murphy, L.
R. (2000). Applying a connectionist
description of feedback timing. Educational
Technology Research and Development,
48, 5-11.
Kulhavy,
R. W., & Stock, W. A. (1989). Feedback
in written instruction: The place of
response certitude. Educational
Psychology Review, 1(4), 279 -
308.
Mory, E.
H. (1992). The use of informational
feedback in instruction: Implications
for future research. Educational
Technology Research and Development,
40(3), 5 - 20.
Panasuk,
R. & LeBaron, J. (1999). Student
feedback: A tool for improving instruction. Education,
120 (2), 356-368.
