Classroom Assessment Techniques

By Ferit Kılıçkaya. eLearn Mag., 2026

367 citations recorded by the source corpus.

This article briefly reviews classroom assessment techniques, focusing on K-12 student-led and teacher-led assessment practices. The former includes techniques such as conferences and self- and peer assessment, while the latter contains rubrics, questioning, and performance-based assessment. The author discusses their experiences using these techniques, focusing on their essential characteristics and highlighting several platforms and tools for online assessment practices.

View Paper: https://www.semanticscholar.org/paper/1355a869fce0218f8ccee8ec30f50c8dab9f75dd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Joan Garfield
2. B. Chance
3. B. Perry
4. Barbara Maiden
5. Dani Ben-Zvi
6. R. Hassad
7. A. Zieffler
8. Esma Emmioglu

Citations in the corpus

• Dealing with free‐riders in assessed group work: results from a study at a UK university (2011, background): “Whilst technical skills are valuable, they are of limited use without accompanying team working abilities (Angelo and Cross 1993; Roberts et al. 2006).”
• Assessment in Statistics Education: Issues and Challenges (2000, background): “These are brief, anonymously written remarks provided by students, sometimes on an index card or half of a sheet of paper, during the last few minutes of class (Angelo & Cross, 1993).”