Assessment of Classroom Instruction 0. Assessment Overview: "Why Assess?

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Why is classroom assessment needed?

Too often there's a disconnect between what is being taught and what the student is learning. (Angelo & Cross, p.3) While teaching, we "automatically" assess how things are going by monitoring and reacting to student questions, comments, body language, and facial expressions. (Angelo & Cross, p.6-7) This works in a reactive way, but is not a consistent strategy to ensure real learning for all students, in all classes. Assessment is a tool that instructors can use to find out what all students are learning and for what is specifically causing them problems. Assessment, combined with reflection, is an important tool in the instructors bag of tricks. These pages will help you incorporate assessment into your teaching.

Why Classroom Assessment Works: The Basic Assumptions

1. The quality of student learning is related to the quality of teaching. One of the most effective ways to improve learning is to improve teaching.
   
   
2. Improving effectiveness involves first making your goals and objectives explicit, and then obtaining feedback on the extent to which you've achieved those goals and objectives.
   
   
3. The assessment type most likely to improve a librarian's teaching is that which answers questions, of the librarian's own creation, in response to issues or problems arising from the librarian's individual experience.
   
   
4. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for librarians, and classroom assessment can provide such challenge.
   
   
5. Classroom assessment does not require specialized training, it can be carried out by dedicated teachers from all disciplines.
   
   
6. By collaborating with colleagues and actively involving students in classroom assessment efforts, librarians enhance learning and personal satisfaction.