ABSTRACT
Model teachers, in contrast, take charge of their own assessment practices, perform meaningful assessments, and seamlessly integrate assessment, teaching, and scholarship. Assessment, like rap, can be truly great in hands of the right person. There are a number of reasons to care about assessment, but a basic place to start is fact that college teachers have little choice but to care-assessment is universal in higher education. All teachers use summative evaluations of student performance to assign grades, but model teachers also use formative evaluations to gather informal, unofficial data on student learning. Model teachers engage in the assessment process as part of their normal pedagogical practices. Systematic planning and evaluation of course outcomes is part of the learning-centered approach to education. The initial process of writing useful learning objectives for classes occurs in three steps: determining the learning content, writing measurable learning objective statements, and evaluating how well resultant learning objectives meet desired educational goals.
