This last assumption reflects our experiences over the last several years working with hundreds of faculty members engaged in Classroom Assessment. It also represents significant learning on our part, since our original assumption was just the contrary. That is, we originally assumed that faculty would find this approach attractive in large part because it allowed them to work alone and in the privacy of their own classrooms, without the approval or involvement of others. We have observed, however, that Classroom Assessment is a highly social activity for most participants