Using Student-Involved Classroom Assessment to Close Achievement Gaps
Bibliographic Data
| ID | 5091318 |
|---|---|
| Authors | Rick Stiggins, Jan Chappuis |
| Year | 2005 |
| Volume | 44 |
| Issue | 1 |
| Pages | 11-18 |
| Publication date | 2005-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4401_3 |
| OpenAlex | W1989057675 |
| Language | EN |
| Citations received | 17 |
| References cited | 4 |
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
Academic achievement · Mathematics education · Pedagogy · Student achievement · Educational Assessment and Pedagogy · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Chinese secondary school teachers’ views on ethical issues in classroom assessment
Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection
Early childhood teachers’ portfolio practices and predictors / Prácticas y predictores del uso de portafolios por parte del profesorado de Educación Infantil
Characterizing the formative assessment enactment of experienced science teachers
Classroom assessment in the eyes of Chinese primary mathematics teachers
Classroom heterogeneity and assessment for learning
Fairness as a multifaceted quality in classroom assessment
Improving Teachers’ Assessment Practices Through Professional Development
Pair Tests in a High School Classroom
Implications for educational practice of the science of learning and development
Finding the Right Window Into What They’re Doing”
Learning Analytics
Accommodating students with exceptional needs by aligning classroom assessment with IEP goals
Formative Assessment and its Influence on Classroom Community in Biocalculus
Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue
Students' Perceptions of Involvement in the Assessment of Oral Competence in English as a Second Language
Critical Moments in Research and Use of Assessment
| Citations per year | 0.94 |
|---|---|
| Citation span | 2008 - 2025 (18) |
| Highly cited | No |