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Susan M. Brookhart - One of the best experts on this subject based on the ideXlab platform.
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Classroom Assessment as the co-regulation of learning
Assessment in Education: Principles Policy & Practice, 2019Co-Authors: Heidi Andrade, Susan M. BrookhartAbstract:Until recently, the Classroom Assessment literature has emphasized the role of teachers and tests, for example investigating teachers’ Assessment practices or the quality of Classroom tests and oth...
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The Role of Classroom Assessment in Supporting Self-Regulated Learning
Assessment for Learning: Meeting the Challenge of Implementation, 2016Co-Authors: Heidi Andrade, Susan M. BrookhartAbstract:Self-regulation of learning occurs when learners set goals and then systematically carry out cognitive, affective, and behavioral practices and procedures that move them closer to those goals. Self-regulated learning (SRL) depends, in part, on information gleaned from Classroom Assessments about student learning and achievement. In this chapter we will discuss how Classroom Assessment is or could be used to support SRL. We will draw on the literatures on Classroom Assessment and SRL in order to demonstrate how Assessment contributes to each phase of self-regulation, defined here as: (1) goal setting, (2) progress monitoring, and (3) revision and adjustment. For example, the goal-setting phase is influenced by the learning goals and success criteria shared by a teacher. The progress-monitoring phase is affected by feedback provided via formative and summative Assessments. The revision-and-adjustment phase is affected by opportunities teachers give students to use feedback and decisions students make based on that feedback. This chapter demonstrates the close relationship between Classroom Assessment and SRL by reviewing research evidence for each phase, and makes the case that Assessment can support the self-regulation of learning in Classroom settings. The chapter also addresses challenges of implementing Classroom Assessment practices that support SRL.
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Developing Measurement Theory for Classroom Assessment Purposes and Uses
Educational Measurement: Issues and Practice, 2005Co-Authors: Susan M. BrookhartAbstract:In many fields of inquiry, the need for new theoretical developments is often best seen in areas of strain, and strain is apparent in several areas in which the conventions of measurement theory do not quite “fit” Classroom Assessment. Three areas of strain are analyzed in order to suggest how theoretical development might focus directly on information quality in the Classroom Assessment context. This article describes the context dependence of Classroom Assessment, its inextricable relationship with instruction, and its simultaneous formative and summative functions. Thus a case is made for new theoretical developments in the area of measurement in the Classroom.
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Testing a Theory about the Role of Classroom Assessment in Student Motivation and Achievement.
Applied Measurement in Education, 1999Co-Authors: Susan M. Brookhart, Jarol G. DevogeAbstract:A theoretical framework describing the role of Classroom Assessment in student effort and achievement expected positive relations among perceived characteristics of the Assessment task, perceived self-efficacy to do the task, amount of effort invested in the task, and achievement for each Classroom Assessment event within a Classroom Assessment environment. Furthermore, the Classroom Assessment environment and the particular Assessment events themselves were hypothesized to make a difference. A study investigating this theoretical framework was designed, using observation, survey, and interview techniques to collect data from 4 Classroom Assessment events in each of 2 Grade 3 Classrooms. In general, expected relations were found among perceptions of task, self-efficacy, effort, and achievement. An exception was that for some Assessments, perceived self-efficacy was not correlated with effort. Interview data suggested that extremely high self-efficacy, coupled with an Assessment task that posed no challeng...
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A Theoretical Framework for the Role of Classroom Assessment in Motivating Student Effort and Achievement
Applied Measurement in Education, 1997Co-Authors: Susan M. BrookhartAbstract:This article presents a theory about the role of Classroom Assessment in motivating student effort and achievement. The theory postulates that in any particular class, the Classroom Assessment environment is played out in repeated Classroom Assessment events, activity segments with associated expectations and Assessments. Within a Classroom Assessment event, a teacher communicates to students through assignments, activities, and feedback on performance, and students respond according to their perceptions of these learning opportunities and their perceived efficacy to accomplish the tasks. The Classroom Assessment environment concept offers a way to integrate individual (students) and group (a class with one teacher) aspects of effort and achievement into one theoretical framework. The Classroom Assessment event concept offers a mechanism for how curriculum, instructional activities, and assessmerits impact student effort and achievement.
Richard J. Stiggins - One of the best experts on this subject based on the ideXlab platform.
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The Unfulfilled Promise of Classroom Assessment
Educational Measurement: Issues and Practice, 2005Co-Authors: Richard J. StigginsAbstract:The purpose of this article is to review the status of Classroom Assessment as we enter the new millennium. Four key research summaries are reviewed to describe the dismal state of Classroom Assessment affairs during the past century. Then four critically important developments are cited as reasons for optimism about the future of Classroom Assessment. Finally, the author details a five-part action plan for tapping the heretofore untapped potential of Classroom Assessment as a powerful school improvement tool.
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High Quality Classroom Assessment: What Does It Really Mean?
Educational Measurement: Issues and Practice, 2005Co-Authors: Richard J. StigginsAbstract:Teachers who gather accurate information about student achievement through the use of sound Classroom Assessment contribute to effective teaching and learning. On the other hand, those who fail to understand and apply the rules of evidence for sound Assessment risk doing great harm to students. Thus, all teachers must understand the differences between sound and unsound Assessments. This module is designed to promote that understanding. It examines the many users and uses of Classroom Assessment, the wide range of achievement targets to be assessed, the array of Assessment methods teachers use, and the importance of marrying targets and methods in ways that promote sound Assessment. Four key attributes of sound Assessment are presented for the teachers to apply in their own Classroom Assessment environments.
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Using Student-Involved Classroom Assessment to Close Achievement Gaps
Theory Into Practice, 2005Co-Authors: Richard J. Stiggins, Jan ChappuisAbstract:The authors argue that the failure of 60 years of total reliance on Assessment via standardized tests to help reduce achievement score gaps must compel us to rethink the role of Assessment in this endeavor. They advocate rebalancing Assessment priorities to bring Classroom Assessment into the equation. Evidence gathered over decades from around the world reveals strong achievement gains and reduced achievement score gaps when teachers implement student-involved Classroom Assessment practices in support of student learning in their Classrooms. Five standards of sound Classroom Assessment practice are described that, if put in place, would permit teachers and schools to draw upon a heretofore untapped reservoir of motivation in ways that benefit students, especially low performers.
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Classroom Assessment for Learning.
Educational Leadership, 2002Co-Authors: Stephen Chappuis, Richard J. StigginsAbstract:Imagine Classroom Assessment as a healthy part of effective teaching and successful learning. At a time when large-scale, external Assessments of learning gain political favor and attention, many teachers are discovering how to engage and motivate students using day-to-day Classroom Assessment for purposes beyond measurement. By applying the principles of what is called Assessment for learning, teachers have followed clear research findings of the effects that high-quality, formative Assessment can have on student achievement. We typically think of Assessment as an index of school success rather than as the cause of that success. Unfortunately, largely absent from the traditional Classroom Assessment environment is the use of Assessment as a tool to promote greater student achievement (Shepard, 2000). In general, the teacher teaches and then tests. The teacher and class move on, leaving unsuccessful students, those who might not learn at the established pace and within a fixed time frame, to finish low in the rank order. This Assessment model is founded on two outdated beliefs: that to increase learning we should increase student anxiety and that comparison with more successful peers will motivate low performers to do better. By contrast, Assessment for learning occurs during the teaching and learning process rather than after it and has as its primary focus the ongoing improvement of learning for all students (Assessment Reform Group, 1999; Crooks, 2001; Shepard, 2000). Teachers who assess for learning use day-to-day Classroom Assessment activities to involve students directly and deeply in their own learning, increasing their confidence and motivation to learn by emphasizing progress and achievement rather than failure and defeat (Stiggins, 1999; 2001). In the Assessment for learning model, Assessment is an instructional tool that promotes learning rather than an event designed solely for the purpose of evaluation and assigning grades. And when students become involved in the Assessment process, Assessment for learning begins to look more like teaching and less like testing (Davies, 2000).
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student involved Classroom Assessment
2000Co-Authors: Richard J. StigginsAbstract:I. UNDERSTANDING THE Classroom Assessment CHALLENGE. 1. A Story of Classroom Assessment Success. 2. The Role of Assessment in Helping Students Succeed. 3. Defining Classroom Achievement Targets. 4. Understanding Our Assessment Alternatives. II. UNDERSTANDING Assessment METHODS. 5. Selected Response Assessment: Flexible and Efficient. 6. Essay Assessment: Subjective and Powerful. 7. Performance Assessment: Rich with Possibilities. 8. Personal Communication: Immediate Information about Achievement. III. Classroom APPLICATIONS. 9. Assessing Reasoning Proficiency. 10. Performance Assessment of Skills and Products. 11. Assessing Dispositions. IV. EFFECTIVE COMMUNICATION ABOUT STUDENT ACHIEVEMENT. 12. Classroom Perspectives on Standardized Testing. 13. Report Cards. 14. Portfolios: Capturing the Details. 15. Communicating with Conferences. References. Index.
Mehadi Rahman - One of the best experts on this subject based on the ideXlab platform.
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Exploring Science Teachers' Perception of Classroom Assessment in Secondary Schools of Bangladesh.
European Journal of Education Studies, 2018Co-Authors: Mehadi RahmanAbstract:The study focused on exploring science teachers’ perception of Classroom Assessment in secondary schools of Bangladesh. A mixed method approach was used to explore science teachers’ perception of Classroom Assessment by identifying their concept about Classroom Assessment and how they conduct Assessment activities in science classes. A total of thirty teachers (twenty male and ten female) were chosen randomly to collect quantitative data and twelve teachers were chosen purposively for qualitative data collection from six secondary schools in Dhaka. The study used a questionnaire and interview protocols as main sources of data collection. The study revealed that teachers are holding misconceptions about idea of Classroom Assessment. Majority of the teachers perceive Classroom Assessment as summative Assessment and it should be through oral questioning. Analysis of quantitative and qualitative data exhibited that teachers perceive students should be assessed both lower and higher order learning using different techniques (self-Assessment, peer Assessment) and modes (oral, written) of Assessment and at the same time they believe that it’s difficult to use multiple techniques and modes of Assessment in science Classrooms. The overall findings of the study suggest that teachers don’t have clear idea about Classroom Assessment that results in holding conflicting perception about science Classroom Assessment. Article visualizations:
Carin Neitzel - One of the best experts on this subject based on the ideXlab platform.
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A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment
The Journal of Educational Research, 2011Co-Authors: Dennis S. Davis, Carin NeitzelAbstract:The authors used self-regulated learning (SRL) as a lens for examining teachers' conceptions of Assessment and their Classroom Assessment practices. Fifteen upper-elementary and middle school teachers participated in semistructured interviews designed to uncover their beliefs about the forms and functions of Classroom Assessment. Observational data were collected in the teachers' Classrooms. The findings show that while teachers have complex understandings of Classroom Assessment, their Assessment environments are not optimal for supporting students' development of SRL habits. Teachers tend to see themselves as the initiators and controllers of Assessment opportunities, prioritize attainment of content information, and value written Assessment products over practices that generate intangible data. The authors describe these trends as consequences of the competing audiences teachers have to satisfy with their Assessment practices.
Robin D. Tierney - One of the best experts on this subject based on the ideXlab platform.
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Fairness as a multifaceted quality in Classroom Assessment
Studies in Educational Evaluation, 2014Co-Authors: Robin D. TierneyAbstract:Abstract Fairness is an essential and enduring ideal in education, but it has not been clearly defined for the dynamics of Classroom Assessment. This paper aims to contribute to the reconceptualization of fairness as multifaceted quality in Classroom Assessment where the primary purpose is to support student learning. This multi-case study elicited the phronesis (practical wisdom) of six purposefully selected teachers in Ontario, Canada. They responded to fairness issues in written vignettes, and then discussed their concerns and gave recommendations for fair Assessment during interviews. The participants emphasized different aspects of fairness with the most prominent involving students’ opportunities to learn and demonstrate learning, transparency, the Classroom environment, critical reflection, and the tension between equal and equitable treatment in Assessment.
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Changing practices: influences on Classroom Assessment
Assessment in Education: Principles Policy & Practice, 2006Co-Authors: Robin D. TierneyAbstract:The pedagogical potential of Classroom Assessment to support student learning has increasingly been evidenced in research over the past decade. Constructive Classroom Assessment has been championed by Assessment specialists, and endorsed by professional organizations. In practice, however, the process of changing Classroom Assessment from its traditionally summative orientation is not straightforward. This methodical review looks at how six sources, which are educational research, evaluative inquiry, large‐scale Assessment, educational policy, professional development, and teachers’ beliefs, influence and mediate Assessment practices. A group of purposively selected research articles are analysed as evidence of the dynamics in this complex process. Cross‐currents relating to research perspective, collaboration, and time are discussed. For the movement seen in this study to continue, the tension between teacher autonomy and school community, and the relationship between collective commitment and Assessment...