Characteristics of Classroom Assessment (CA)
- 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.