Classroom Assessment

Abstract

Given their commitment to access, teaching, and community service, their diverse student bodies, and limited resources, metropolitan universities face unique challenges in using assessment well. If it is to serve as a lever for improving the quality of higher learning in these institutions, assessment should encourage broad participation, focus on the needs of students and teachers, and require little additional time or money. This article describes Classroom Assessment-an approach that meets these three criteria-and gives examples of how it can be used successfully to improve teaching and learning in metropolitan universities.