Assessment Technique/Teaching Strategy

In looking at strategies for student engagement, I have been thinking about my  classroom planning as well as past learning from my evaluation of learning class.

Assessment does not always need to be about content and skills, we can use assessment techniques to discover passions, driving forces;

Truly, assessment can be a powerful force for knowing our students and creating a classroom that can meet their needs. We simply have to move past the baggage that comes with the term assessment, and understand that it can mean a lot of things. We can assess for content and skills, yes, but we can also assess for passions, interests, success skills, and the like for the purposes of the right instruction at the right time.

Most assessment techniques can also be found as a part of student engagement, both Thomas Angelo’s Classroom Assessment Techniques and Elizabeth Barkley’s Student Engagement Techniques share this common thread. This double application allows for the Educator to be getting valuable guiding information about content and student comprehension through formative assessment while allowing the students to become engaged and motivated…

Even some of the more formalized techniques like Directed Paraphrasing are a way to individualize the learners experience.

Here is a short clip from a digital project I did for 3230 on how directed paraphrasing works:


Angelo, T. A., & Cross, K. P. (n.d.). Classroom assessment techniques: A handbook for college teachers.

Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass.

Using Assessment to Create Student-Centered Learning. (2015). Retrieved May 19, 2016, from

Creative Commons License
Assessment Technique/Teaching Strategy by Bryce Walker is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


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