Classroom Assessment

Research and Innovation
1. Auflage 2026
ISBN: 978-1-041-33397-5
Verlag: Taylor & Francis

Buch, Englisch, 180 Seiten, Format (B × H): 178 mm x 254 mm

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.

Zielgruppe

Postgraduate, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Wylie, E. Caroline

Bailey, Alison L.

Carney, Michele

Wilson, Mark

Pullen, K. Renae

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Unterrichtsmaterialien
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziologie von Migranten und Minderheiten
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen

Inhaltsverzeichnis

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

Über Autor(innen)

E. Caroline Wylie is a Senior Associate at The National Center for the Improvement of Educational Assessment, USA.

Alison L. Bailey is a Professor of Education at University of California, Los Angeles, USA.

Michele Carney is a Professor of Mathematics Education at Boise State University, USA.

Mark Wilson is a Professor of Education at University of California, Berkeley, USA.

K. Renae Pullen is a Science Specialist at Caddo Public Schools, USA.