Professional Literature Summary

Article #5

Bib. Information Crooks, T. J. (Winter 1998) The impact of classroom evaluation practices on
(APA Formatting): students. Review of Educational Research, 58 (4), 438-481. Retrieved
from http://journals.sagepub.com/doi/pdf/10.3102/00346543058004438

Author(s) Affiliation: Terence J. Crooks - Senior Lecturer and Director of the Higher Education
Development Centre at University of Otago

Type of Resource: This article is a full length research paper following a study and is featured in
(Scholarly the Review of Educational Research.
/Trade/Other)

Summary of essential o class evaluation activities make up a greater amount of time than
information: standardized testing
o there are non-test forms of evaluation like observation
o assessments can evaluate cognitive, affective, and psychomotor
o teacher made assessments access lower level cognitive
o deep (construct) vs. surface (memory) approaches to learning
o whatever evaluation form is provided does affect studying as well as
additional factors such as learning approach and choice
o is the goal to prepare students to do well or learn more
o testing increases understanding for active processing, reengagement,
reaching clearly perceived goals
o benefits of feedback
o assisting with correctives
o dependent on the answer provided
o motivation and quality of work increases with self-efficacy
o text anxiety in a factor with assessment

Potential relevance to This article is relevant to my research topic because it provides clear answers to
your research topic the purpose of evaluation. It not only can be structured to assess cognitive
and study: behavior, but also affective and psychomotor. Testing anxiety was mentioned as
a con to teacher created, post evaluations. However, the article provides ideas
for self-assessment for students. Teachers must choose a presentation format for
the assessment, such as short answer or multiple choice, but any student input
toward the self-assessment may reduce possibly testing anxiety.