View in EDS HTML Full Text PDF Full Text

Introduction to the Special Issue on Classroom Assessment.

Saved in:
Bibliographic Details
Title: Introduction to the Special Issue on Classroom Assessment.
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]
Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 185386630
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Introduction to the Special Issue on Classroom Assessment.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wylie%2C+E%2E+Caroline%22">Wylie, E. Caroline</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carney%2C+Michele%22">Carney, Michele</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pullen%2C+K%2E+Renae%22">Pullen, K. Renae</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wilson%2C+Mark%22">Wilson, Mark</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bailey%2C+Alison+L%2E%22">Bailey, Alison L.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Assessment%22">Educational Assessment</searchLink>. Apr-Jun2025, Vol. 30 Issue 2, p67-72. 6p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=185386630
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10627197.2025.2503683
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 67
    Subjects:
      – SubjectFull: School districts
        Type: general
      – SubjectFull: Formative evaluation
        Type: general
      – SubjectFull: Public schools
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Learning
        Type: general
    Titles:
      – TitleFull: Introduction to the Special Issue on Classroom Assessment.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wylie, E. Caroline
      – PersonEntity:
          Name:
            NameFull: Carney, Michele
      – PersonEntity:
          Name:
            NameFull: Pullen, K. Renae
      – PersonEntity:
          Name:
            NameFull: Wilson, Mark
      – PersonEntity:
          Name:
            NameFull: Bailey, Alison L.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr-Jun2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 10627197
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational Assessment
              Type: main
ResultId 1