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. The results of institutional assessments may apply to the structure of the curriculum or to the organization of programs and departments, but not to teaching and learning. Assumption FIVE Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and classroom assessment can provide such challenge. Assessment activities can assist faculty that are interested in becoming more knowledgeable, involved and successful as college teachers. Classroom assessment is a very social activity.
Students appreciate of faculty interest to improve teaching and learning.
Prior Knowledge, Recall, and Understanding Background Knowledge Probe - Short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic. Used to help teachers determine the most effective starting point for a given lesson and the most appropriate level at which to begin new instruction. The instructor provides students with an empty or partially completed outline of an in-class presentation or homework assignment and gives them a limited amount of time to fill in the blank spaces. Assesses students' recall of important course content and their skill at quickly organizing that information into categories provided by the instructor. Used to provide information on what students find least clear or most confusing about a particular lesson or topic.