What Is Classroom Assessment?

What is the central purpose of Classroom Assessment as described in the text?

Which characteristic of Classroom Assessment emphasizes that it focuses on observing and improving learning, rather than on observing and improving teaching?

Classroom Assessment is described as a 'formative' approach. What does this primarily mean?

According to Assumption 1, what is one of the most promising ways to improve student learning?

What is the key principle of Assumption 4 regarding the effectiveness of assessment?

What does Assumption 6 state about the training required for Classroom Assessment?

What was the authors' observation regarding Assumption 7, which was contrary to their original belief?

The characteristic of Classroom Assessment being 'Teacher-Directed' means that the teacher has autonomy over the process. What does this respect?

What is the primary reason Classroom Assessments are 'almost always anonymous'?

The 'Ongoing' characteristic of Classroom Assessment is best described as the creation and maintenance of what?

What phrase from the author E. F. Schumacher is borrowed to describe the simple, targeted tools needed for Classroom Assessment?

The 'Context-Specific' nature of Classroom Assessment suggests that an assessment technique that works well in one class will do what in another?

According to the text, what is the problem with the information teachers gather from routine methods like quizzes and exams?

Assumption 2 states that before teachers can effectively assess student learning, what must they do first?

What is meant by the 'Mutually Beneficial' characteristic of Classroom Assessment?

According to the description of the national 'assessment movement' of the 1980s, what was a major problem with those efforts?

What does helping students develop 'metacognitive skills' entail?

What is the argument presented in Assumption 5 regarding systematic inquiry and intellectual challenge for college teachers?

Classroom Assessment Techniques (CATs) are described as having a dual nature, being both 'assessment techniques' and what else?

What is the central idea of Assumption 3?

The text notes that each class develops its own 'microculture'. This idea is used to explain which characteristic of Classroom Assessment?

What does the text mean when it says Classroom Assessment is 'rooted in good teaching practice'?

How does student motivation change when they realize faculty are interested and invested in their success as learners, according to the 'Mutually Beneficial' section?

When teachers define their instructional goals in terms of course content, such as 'My goal is to teach linear algebra,' what does Assumption 2 suggest is lacking?

What is the primary danger of teachers relying on informal, subconscious, and implicit assessments of student learning?