Wilson and Sloane (2000) have provided a good description of the spirit
behind embedded assessment. “By using the term embedded we mean that
opportunities to assess student progress and performance are integrated
into the instructional materials and are virtually indistinguishable from
the everyday classroom activities” (p. 182). A great example of embedded assessments that has surfaced recently is the use of personal response
systems in the classroom, as discussed in chapter 6 on lecturing and
chapter 17, which focuses on technology. What sets embedded assessments
apart from
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