| Penn State People | Departments | Penn State

In-class assessment techniques

In-class assessment processes are grounded in teaching best practices. Formative in-class assessment and frequent feedback about the quality of student learning helps instructors find out if learning is taking place, what students are learning, and how well they are learning. Through in-class assessment techniques, students can find out the same information. Post-assessment allows instructors to employ the information s/he has gathered in order to change teaching trajectories as well as to assist students in making their learning more efficient and more effective.

Schreyer Institute Strategies

Return to Tools home page


  • Assessment that promotes learning (pdf)
    Ways to create student awareness of the course's broader learning goals and require them to assess their performance and learning practices
  • Introduction to classroom assessment techniques (pdf)
    Easy to use assessment techniques with examples of how they've been adapted and implemented by Penn State faculty
  • Teaching Goals Inventory, Self-Scorable - From Classroom Assessment Techniques by Thomas A. Angelo and K. Patricia Cross, 1993.


  • Angelo, T.A., (1991). Ten easy pieces: Assessing higher learning in four dimensions. In classroom research: Early lessons from success. New directions in teaching and learning (#46), Summer, 17-31.
  • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd ed.) (pp. 148-153). San Francisco: Jossey-Bass.