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CLASSROOM BASED ASSESSMENT

• Training
• Primary trait (rubric) design--lots of time
• Additional time for scoring
• Data compilation and storage
• Time to review results and make improvement decisions (at the program and institution level)
• Any other costs associated with specific instruments embedded in the course

• Can use existing assignments and course requirements
• Meaningful to the individual faculty and students
• Provides immediate feedback
• Formative assessment helps the students and faculty improve
• Individual instructors can save time in the grading process by having clear standards and criteria
• Consistency in the grading process
• Students participate in their own learning when they know the standards.
• The department and institution's role in assessment is simply to support and help respond to problems.
• Non-intrusive on the classroom(?)
• Fits well with a learning centered philosophy
• Development of rubrics (PTAs) help clarify course, department, and institutional objectives

• Requires that faculty as a whole participate
• Lots of up front time--design of PTAs, rubrics, criteria, and standards
• Faculty must be willing to share their grading process, assignments, and syllabi for external validity
• Extensive training required
• Slow, gradual process--meaningful institutional or departmental data may be several years away
• If not done well, we have nothing but grades--not true assessment information
• Poor performance may be excused or explained instead of improved upon
• Documentation may become cumbersome
• Student data is from semester to semester--no longitudinal data about student improvement over several years
• Reliability and validity require a lot of collaboration between faculty
• Classroom assessment by itself is not institutional assessment without additional structure

• To implement PTA, go slow. The process must be gradual as trust is important. Start at the classroom and go up to the department level.
• Hold conceptual and practice workshops at the start of the year.
• Consistently remind faculty of the rationale and significance.
• Distribute general instructions with specific examples.
• Create a standard form for each instructor to report student performance in targeted outcomes.
• Align course objectives with general education outcomes.
• Instructors can make syllabi assignment focused instead of content focused. "In order to complete this assignment, here are the things you will need to learn."
• In one department meeting a year, share and discuss rubrics and the grading process.
• Share best practices

1. The quality of learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.
2. To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives.
3. To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning.
4. The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.
5. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge.
6. Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.
7. By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.