Classroom Assessment to Support Teaching and Learning
Bibliographic Data
| ID | 5741589 |
|---|---|
| Authors | Lorrie A Shepard (0000-0002-0843-0166, corresponding author) |
| Year | 2019 |
| Volume | 683 |
| Issue | 1 |
| Pages | 183-200 |
| Publication date | 2019-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Annals of the American Academy of Political and Social Science (JOURNAL) |
| Journal identifiers | ISSN: 0002-7162 • E-ISSN: 1552-3349 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0002716219843818 |
| OpenAlex | W2946440435 |
| Language | EN |
| Citations received | 22 |
| References cited | 37 |
Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards
Assessment for learning · Curriculum · Formative assessment · Grading (engineering) · Learning theory · Mathematics education · Pedagogy · Sociocultural evolution · Sociology · Summative assessment · Zone of proximal development · Computer Science · Engineering · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Pentaksiran Bilik Darjah (PBD) Dalam Norma Baharu
Explicating the Value of Standardized Educational Achievement Data and a Protocol for Collaborative Analysis of This Data
What does the international literature say about assessment practice for equitable learning outcomes for educationally disadvantaged high school students
The Role of Assessment in Improving Education and Promoting Educational Equity
Climbing Back into a Canoe in Deep Water
Machine learning for human learners
Validity and the design of classroom assessment in teacher teams
Formative assessment use in university EFL writing instruction
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments
Asset and deficit discourses of student ideas in science formative assessment co‐design
Competence-based curriculum implementation in Africa
Culture Over Cut Score
Do they measure the same thing? A comparative analysis of teacher conceptions of assessment inventories in China
Formative assessment as capacity-building
Policy and practice in L2 classroom assessment
Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes
The cyclical ethical effects of using artificial intelligence in education
Formative assessment practice progressions for teacher preparation
Preservice teachers' assessment decisions
Self‐ and peer‐assessment in upper secondary schools. A quasi‐experimental study to investigate the educational effectiveness of formative assessment
Practical measures of science teacher learning
Where's the data to support educators' data use for instructional practice
Facilitating optimal motivation and psychological well-being across life's domains.
Multiple goals, multiple pathways
Inside the Black Box
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
The Development of Ability Conceptions
Disciplinary Literacies and Learning to Read for Understanding
Assessment and Classroom Learning
Focus on Formative Feedback
Intrinsic Motivation and Self-Determination in Human Behavior
The Cambridge Handbook of the Learning Sciences
Reading Like a Historian
The effects of feedback interventions on performance
The Role of Assessment in a Learning Culture
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Motivational processes affecting learning
Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls
Teachers’ Sensemaking of Data and Implications for Equity
Funds of knowledge for teaching
Proposing a core set of instructional practices and tools for teachers of science
The Power of Feedback
Social-Psychological Interventions in Education
History of Testing in the United States
Advances in Measurement and Cognition
Enhancing and Undermining Intrinsic Motivation
The Work of Teaching and the Challenge for Teacher Education
Core Practices and Pedagogies of Teacher Education
Situated Learning
| Unique citing works | 22 |
|---|---|
| Citations per year | 4.4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |