Instruction and assessment are so common to teaching and learning that for many readers this may be second nature. There are certainly many kinds of instruction and assessment available to instructors, and these are chosen based on many factors. Thinking beyond standard content tests, considering other, innovative assessments, we may enjoy a richer picture of what students know or understand by investigating prior knowledge, misconceptions, motivations, or
self-concept.

The book is organized into four general sections: ehe first section describes the processes by which assessments are constructed and used. The second section focuses on what is learned from assessments in an informal environment, including the use of practice exams and feedback provided to help students reflect on their own learning. Formal classroom assessments and the decisions associated with different assessments and techniques comprises. the third section. The final section focuses on
assessment goals and innovative investigations of student learning with descriptions of new assessments and new online tools for measuring student understanding.