Some of the special challenges associated with evaluation and grading in the large class are discussed. Suggestions for evaluation methods include seeking clarity, reducing the stress of test administration, giving feedback, guarding against errors in record keeping, and returning exams efficiently and with respect. (MLW)

Of great importance in large class instruction is the need to ensure that students learn how to learn. Course organization and evaluation methods grow out of a recognition of the course's learning goals. (MLW)

Students' perceptions of instruction in large classes are summarized, based on standardized questionnaires administered in lower-division large classes. Students' ratings of classes and responses to open-ended questions are discussed in terms of content and amount learned, specific instructional dimensions, and evaluation processes. (MLW)

Formative evaluation of teaching is discussed, and ways of obtaining diagnostic feedback that will lead to improved teaching in large lecture classes are examined. A Teacher Behaviors Inventory is included. (MLW)

Suggestions to help faculty discover ways of achieving interactive, investigatory, and intimate learning environments in large settings are provided. The instructional objective is to empower students to take responsibility for their own learning. (MLW)