Full Description
Classroom Assessment: Research and Innovation, highlights recent research focused on classroom assessment, through a selection of articles published within the past decade in the journal, Educational Assessment.
The volume provides an opportunity to reach a broader audience than through journal subscriptions alone, with timely information about research in the area, and to consider the important role that classroom assessment plays in a balanced assessment system. The eight articles in this volume collectively provide the reader with a comprehensive range of contemporary studies being conducted on the assessment that is taking place in classrooms to support teaching and learning. It illustrates how the field can center classroom assessment in balanced assessment systems and showcases the breadth of methodologies and topics in this area, aiming to spark additional interest and innovations in the field.
This book will be an important asset to researchers and scholars of education, while also being an important tool for teachers and educational policymakers.
Contents
Preface Introduction 1. Leveraging Students' Cultural and Linguistic Assets for Assessment: A Framework for Culturally Conscious Assessment in the Chicago Public Schools 2. Using Evidence from Task-Based Interviews for Development and Validation of Classroom Assessments: Approaches and Applications in Early Grades Mathematics 3. Science Teachers' Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy 4. Actionable Assessment: Designing Meaningful Score Reports to Support Student Engagement 5. How Can Features of Classroom Activity Systems Center Students' Ideas and Experiences in Formative Assessment? A study of sensemaking and answer-making frames 6. Embodied Stories of Assessment for Learning: How Classroom Spaces Impact Opportunities for Learning and Little Justices 7. Toward a Teacher Professional Learning Continuum in Assessment for Learning 8. A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference
