Improving Graduate Theological Instruction: Using Classroom Assessment Techniques to Connect Teaching and Learning
Classroom Assessment Techniques (CATs) offer immediate, relevant feedback to professors on the teaching process as well as feedback to students on the learning process. While Classroom Assessment Techniques have been introduced, studied and analyzed in undergraduate education, application to graduat...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2003
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| In: |
Teaching theology and religion
Year: 2003, Volume: 6, Issue: 1, Pages: 48-52 |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a Classroom Assessment Techniques (CATs) offer immediate, relevant feedback to professors on the teaching process as well as feedback to students on the learning process. While Classroom Assessment Techniques have been introduced, studied and analyzed in undergraduate education, application to graduate theological education has not been advanced. The author describes a recent research project that discerned faculty attitudes toward the implementation of Classroom Assessment Techniques in a seminary setting in hopes that more effective faculty development programs can be designed by implementing CATs. | ||
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