Classroom Assessment Techniques

·35 min·3 clips

How did a UC Berkeley physics professor invent the one-minute paper to track learning in a thousand-student lecture?

The episode begins with hosts John Kane and Rebecca Mushtare introducing guest Thomas A. Angelo, clinical professor emeritus at UNC Chapel Hill and co-author of 'Classroom Assessment Techniques.' Angelo recounts how his early teaching failures led him to experiment with anonymous student feedback, which evolved into formalized techniques with K. Patricia Cross in the 1980s. He defines classroom assessment techniques as formative tools for gathering data to improve practice, contrasting them with summative graded assessments. The discussion centers on the one-minute paper, invented by Charles Schwartz at UC Berkeley to check understanding in large physics classes. Angelo notes studies show these techniques improve learning outcomes by 5-8%, emphasizing they are not a panacea but a valuable part of teaching. He highlights how increased student diversity and online learning have made such techniques more relevant, as they provide data beyond visual cues like nodding. Angelo shares his favorite techniques: the one-minute paper, the muddiest point (adapted by Frederick Mosteller), predict-observe-explain (new to the third edition), and directed paraphrase. He explains how predict-observe-explain engages students by having them commit to predictions before revealing answers, countering cognitive biases. The new edition features 55 techniques, with 25% being new, and draws on 300 quality studies. It includes eight indexing methods, such as alphabetical, by discipline, and linked to learning taxonomies like Bloom's and Fink's. Angelo discusses how technology enables real-time feedback in asynchronous environments, overcoming the delays of paper-based methods. He stresses the importance of adapting techniques rather than adopting them rigidly. The episode concludes with Angelo mentioning his collaboration with Todd Zakrycik on the third edition and his ongoing work on core concepts in pharmacy education.

As heard by us

A grounded look at classroom assessment, from the minute paper to predict, observe, explain.

Classroom assessment is framed as a practical way to make teaching more responsive to what students actually understand. Thomas A. Angelo gives the episode its historical throughline, connecting the field to K.

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You want a quick way to find what students understood while the class is still fresh.

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