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ERIC Number: ED516930
Record Type: Non-Journal
Publication Date: 2010-Mar
Pages: 12
Abstractor: ERIC
Reference Count: 0
Quality Classroom Assessment Techniques. Classroom Tips
American Federation of Teachers (NJ)
Educators know that standardized tests are a fact of life. They can produce useful information, but the results often are too late, too shallow or not what they needed to find out. Research shows that administering more and more of these types of tests does nothing to raise student achievement. Instead, if educators want to see real gains in achievement and learning, they need to start with sound classroom assessment techniques. When done right, classroom assessments give educators the most reliable and individualized information (data) on each student. Quality classroom assessments focus on students receiving feedback, having discussions about their work, and being able to do so without always having to worry about what the grade might be. Moreover, they: (1) Can provide instant feedback allowing for modification and individualization; (2) Help build rapport with students by opening the lines of communication and letting them know their teachers really care about their learning; and (3) Improve student performance and learning by involving the student and giving them the opportunity to take responsibility for their own learning. Quality classroom assessments are the best tool that teachers have to probe more deeply into what their students already know, what they need to know, and whether they are on track to learn the expected content and skills.
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; Web site:
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: American Federation of Teachers