Introduction to the Special Issue on Classroom Assessment.
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| Title: | Introduction to the Special Issue on Classroom Assessment. |
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| Authors: | Wylie, E. Caroline (AUTHOR), Carney, Michele (AUTHOR), Pullen, K. Renae (AUTHOR), Wilson, Mark (AUTHOR), Bailey, Alison L. (AUTHOR) |
| Source: | Educational Assessment. Apr-Jun2025, Vol. 30 Issue 2, p67-72. 6p. |
| Subjects: | School districts, Formative evaluation, Public schools, Classrooms, Learning |
| Abstract: | This introduction provides context for the special issue on Classroom Assessment. We introduce our rationale for this choice of topic and how it launches an ongoing emphasis on classroom assessment for the journal, as well as providing an overview of the issue. The four articles focus on different aspects of classroom assessment, yet all make students the focal point of the research: a reanalysis of assessment for learning work for how this approach can ensure classrooms provide opportunities for learning and "little justices"; a study of how students make sense and answer as a result of centering students' ideas and experiences in formative assessment; a public school district's collaborative efforts to create a framework for designing culturally conscious assessment to take account of their culturally and linguistically diverse student population; and a study that addresses the utility of score reports to ensure they can engage students in their own learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This introduction provides context for the special issue on Classroom Assessment. We introduce our rationale for this choice of topic and how it launches an ongoing emphasis on classroom assessment for the journal, as well as providing an overview of the issue. The four articles focus on different aspects of classroom assessment, yet all make students the focal point of the research: a reanalysis of assessment for learning work for how this approach can ensure classrooms provide opportunities for learning and "little justices"; a study of how students make sense and answer as a result of centering students' ideas and experiences in formative assessment; a public school district's collaborative efforts to create a framework for designing culturally conscious assessment to take account of their culturally and linguistically diverse student population; and a study that addresses the utility of score reports to ensure they can engage students in their own learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10627197 |
| DOI: | 10.1080/10627197.2025.2503683 |
