Systematic Classroom Assessment promotes a fresh vision of assessment for student learning and achievement. Using a framework that positions assessment as both an iterative, purposeful cycle of inquiry for teachers as well as a coherent system of activities through which students engage in their own learning, this framework for classroom assessment is unique in incorporating self-regulated learning, motivation, and non-cognitive processes. Key components such as assessment for learning, feedback, emerging technologies, and specific content areas are treated in depth, and fundamental principles like reliability, validity, and fairness are approached from the classroom perspective.
Table of Contents
Introduction Part 1: Section 1 Introduction Chapter 1: Classroom assessment for learning and self-regulation Chapter 2: Assessing student prior knowledge, skills, and attitudes Chapter 3: Multiple iterations of learning and assessment Chapter 4: Formally Assessing Student Learning Chapter 5: Reflection on overall performance of learning Part 2: Section 2 Introduction: Technical quality and technology in assessment Chapter 6: Reliability: Making sure you can depend on your data Chapter 7: Validity in classroom assessment: Purposes, properties, and principles Chapter 8: Fairness in assessment: Classrooms and beyond Chapter 9: Technology in Classroom Assessment Part 3: Section 3 Introduction: Case studies in the CS:SRL framework Chapter 10: English language arts case study Chapter 11: Music case study Chapter 12: Mathematics case study
Sarah M. Bonner is Associate Professor in the School of Education at Hunter College, USA.
Peggy P. Chen is Associate Professor in the School of Education at Hunter College and Affiliated Faculty at the Graduate Center, City University of New York, USA.
"Systematic Classroom Assessment provides a theoretically grounded and unified perspective on assessment—the 4-stage Classroom Assessment Model—that integrates assessment with self-regulation, motivation, learning, and non-cognitive processes. The volume incorporates teacher and student activities that collectively are oriented toward promoting student learning. This is a valuable resource for preparing educators to use the latest methods and technologies to improve teaching and learning." — Dale H. Schunk, Professor in the Department of Teacher Education and Higher Education in the School of Education at the University of North Carolina at Greensboro, USA
"Using classroom assessments to offer students feedback on learning and to guide correction of learning difficulties is a highly nuanced process, dependent on the background of the students, the skills to be learned, the subject area, and the grade level. In this book, Bonner and Chen help teachers make sense of those nuances and guide them through the complexities to more effective practice. Every teacher will find ideas here they can use to help their students develop as successful, independent learners." — Thomas R. Guskey, Senior Research Scholar at the University of Louisville and Professor Emeritus at the University of Kentucky, USA
"Bonner and Chen offer a contemporary approach for classroom assessment that engages and motivates learners. Their innovative model provides teachers and assessment specialists with a practical and accessible foundation for measuring student learning at all stages of the instructional process with a focus on improvement, connections to metacognition, and self-regulated learning strategies." —Lisa Abrams, Associate Professor at Virginia Commonwealth University, USA