Assessment, IDEA, Student Feedback & Grading Resources

Classroom Assessment Techniques

The key text about classroom assessment is Angelo, T.A. and K.P. Cross. 1993 Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. San Francisco: Jossey-Bass Publishers. This text has detailed descriptions of 50 different CATs including instructions on how to implement them and examples of use in various courses. The text categorizes CATs by the type of goal the CAT helps you assess. Additionally this text contains a self-scorable Teaching Goals Inventory. Available from the Center for Faculty Development Library.

  • A partial list of Classroom Assesment Techniques from Iowa State.
  • From the Schreyer Institute for Teaching Excellence at Penn State University—an article introducing Classroom Assessment and discussing several techniques “An Introduction to Classroom Assessment Techniques” by Diane M. Enerson, Kathryn M. Plank, and R. Neill Johnson.
  • The FLAG (Field-tested Learning Assessment Guide) site, created by the National Institute for Science Education housed at the University of Wisconsin-Madison, provides extensive descriptions of several CATs, including the Minute Paper and Concept Mapping.
  • From the Teaching Effectiveness Program at the University of Oregon: This site gives short descriptions of such CATs as the One-Sentence Summary; Word Journal; Directed Paraphrasing; Application Cards.

Rubrics for Grading

“A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.” From the web site of the Eberly Center for Teaching Excellence at Carnegie Mellon.

The Carnegie Mellon site on rubrics, which includes a number of examples, can be found at:

This article by Barbara Moskal of the Colorado School of Mines [published in Moskal, Barbara M. (2003). "Recommendations for developing classroom performance assessments and scoring rubrics." Practical Assessment, Research & Evaluation, 8(14). Retrieved August 11, 2010 from] provides a list of the characteristics a good rubric should have.

This page from the Writing@CSU web site at Colorado State University provides discussion of many aspects of rubrics, including how to design one.

Blackboard has several rubrics available for download that can be imported into the interactive rubric tool.

Stephen Brookfield's article on developing a rubric to grade classroom participation can be used in a variety of ways. This PDF rubric document ‎highlights three ways in which Brookfield's rubric can be used in either a paper and pencil format or in the new Blackboard interative rubric tool.


Giving Feedback, Grading Writing

Giving feedback, from Flinders University, Australia:

Grading writing, from the Center for Research on Learning and Teaching at the University of Michigan:

Choosing IDEA Objectives

How will students make progress on objectives you have chosen for your course? What activities will promote development of those skills, concepts, and experiences? How will you and your students check their progress on objectives? What assessments will provide that feedback?

Objectives --> Activities --> Assessments --> should be linked

See the paper on the IDEA website on "Some Thoughts on Selecting IDEA Objectives‌" as well as "IDEA Objectives Adapted for UST Courses" for more detailed information.

See also the IDEA webpage on our website.