Cross provides an overview of the logic behind Classroom Assessment and Classroom Research and their promise for raising the visibility of the scholarship of teaching.

No abstract

When more than 90 percent of faulty members rate themselves as above‐average teachers, and two‐thirds rate themselves among the top qwzrter, the outlook for much improvement in teaching seems less than promising.

This study examined the effect of time pressure on face-matching accuracy. Across two experiments, observers decided whether pairs of faces depict one person or different people. Time pressure was exerted via two additional displays, which were constantly updated to inform observers on whether they were on track to meet or miss a time target. In this paradigm, faces were matched under increasing or decreasing (Experiment 1) and constant time pressure (Experiment 2), which varied from 10 to 2 seconds. In both experiments, time pressure reduced accuracy, but the point at which this declined varied from 8 to 2 seconds. A separate match response bias was found, which developed over the course of the experiments. These results indicate that both time pressure and the repetitive nature of face matching are detrimental to performance.