In a study of effectiveness of classroom assessment techniques (CATs) on student learning, two college accounting teachers each taught two classes, one using CATs and one not using them. Course results did not suggest greater learning in CATs classes, better student participation, or more positive attitudes. Further research is recommended on the…

In a study of the utility of classroom assessment techniques (CATs) for improving quality of college instruction, ten instructors were trained in CAT use, implemented those techniques, and discussed experiences with other faculty. Faculty found CATs particularly helpful in certain areas of instruction and planned further use. Students also…

Faculty need to be supported and encouraged to integrate disciplinary research and scholarship into undergraduate courses and programs in ways that are beneficial to their students' learning. (Contains 1 figure.)

College teaching effectiveness, as perceived by students, can be predicted from specific, observable classroom behaviors of the instructor and can be improved through feedback and training procedures designed to modify these behaviors. (Author/MSE)

Research that provides a detailed analysis of college instructor expressiveness indicates that it influences student achievement and perceptions of teacher control in the classroom, but not for all students or in all classrooms. This body of research can contribute to development of models for classroom instruction. (MSE)