Characteristics of Classroom Assessment

• Learner-Centered
  • The primary attention of teachers is focused on observing and improving learning.
    
    
• Teacher-Directed
  • Individual teachers decide what to assess, how to assess, and how to respond to the information gained through the assessment
  • Teachers do not need to share results with anyone outside of the class.
    
    
• Mutually Beneficial
  • Students are active participants.
  • Students are motivated by the increased interest of faculty in their success as learners.
  • Teachers improve their teaching skills and gain new insights.
    
    
• Formative
  • Assessments are almost never "graded".
  • Assessments are almost always anonymous in the classroom and often anonymous online.
  • Assessments do not provide evidence for evaluating or grading students.
    
• Context-Specific
  • Assessments respond to the particular needs and characteristics of the teachers, students, and disciplines to which they are applied.
  • Customize to meet the needs of your students and course.
    
• Ongoing
  • Classroom assessment is a continuous process.
  • Part of the process is creating and maintaining a classroom "feedback loop"
  • Each classroom assessment event is of short duration.
    
• Rooted in Good Teaching Practice
  • Classroom assessment builds on good practices by making feedback on students' learning more systematic, more flexible, and more effective.