Classroom assessment is a formative approach to assessment. Its main purpose is to improve the quality of student learning, not to provide evidence for grading students. It serves as a means for providing faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Classroom assessment techniques, expertly utilized by faculty, provide information on what, how much, and how well students are learning.
An Introduction to Classroom Assessment Techniques
Enerson, D., Plank, K., & Johnson, R. N. (2007). An Introduction to Classroom Assessment Techniques. Retrieved from Penn State Schreyer Institute for Teaching Excellence: http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf
Students as Formative Assessment Partners
Weimer PhD, M. (2012, June 15). Students as Formative Assessment Partners. Retrieved from Faculty Focus: http://www.facultyfocus.com/articles/educational-assessment/students-as-formative-assessment-partners/
Who Wants to Ace the Final?
Downing, S. (n.d.). Who Wants to Ace the Final? Retrieved from On Course: http://www.oncourseworkshop.com/Learning032.htm
Classroom Assessment Techniques (CATs) – Iowa State University Center for Excellence in Learning and Teaching
Effective Assessment – University of Oregon Teaching Effectiveness Program
How to Assess Students’ Learning and Performance – Carnegie Mellon Eberly Center for Teaching Excellence
Rubrics and Grading – California State University Merlot Pedagogy Portal
Strategies for Developing Assignments – Lansing Community College Center for Teaching Excellence