CR should be neither mandated nor made part of a teacher-evaluation procedure. Context-specific Classroom Research is not intended to develop the way to teach anything. CR is intended to discover at what point a specific group of students is at in its learning process involving a specific unit of instruction. It is context-specific, what may work in one class may not necessarily work in another. Anonymous With Classroom Research, teachers are not trying to assess a specific student but, rather, are trying to determine what a group of students needs in order to continue in its learning process.
Anonymity ensures that students are willing to share with teachers without fear of lower grades.
Quick Most CR use rapid techniques intended to provide quick feedback, which informs teachers when there is a need to adjust their teaching. Radical Doing CR involves risk-taking on the part of faculty. Given the opportunity, students will tell teachers what they are thinking and feeling about the course and the instructor. Teachers using this dimension of CR should be willing to accept the results. CR techniques from this section reveal what students are learning from particular lectures or activities.