Judging from the textbook's discussion of assessment, we can best think of classroom assessment practices as mechanisms and procedures that: select one: a. enable us to form tentative hypotheses about what students know and can do. b. allow us to draw conclusions about how students' motives and personality traits affect their classroom performance. c. are most likely to be accurate when they take the form of paper-pencil tests. d. give us hard, indisputable facts that we can use to assign grades.