Part of The New Art and Science of Teaching series
Shift to a new paradigm of classroom assessment that is more accurate, meaningful, and authentic. The New Art and Science of Classroom Assessment explores the inadequacies of traditional assessment methods and details how to use classroom assessment to its full potential. Step by step, the authors outline a clear path for transitioning to more holistic assessment methods that truly reflect course curriculum and student progress.
Learn how you can develop authentic assessment for learning in the classroom:
- Explore a new perspective on effective assessment for learning, including classroom, interim, and year-end assessments (from formative assessment to summative assessment).
- Learn how to create a curriculum that provides clear guidance as to what should be assessed.
- Acquire strategies for assessing four general types of skills: (1) cognitive skills, (2) knowledge-application skills, (3) metacognitive skills, and (4) general behavior skills.
- Develop expertise with classroom assessment tools, such as the types of declarative content, selected response items, and short constructed response questions.
- Download free reproducible tables and checklists to assist in implementing new methods of assessment design.
A joint publication of ASCD and Solution Tree
Contents:
Introduction
Chapter 1: The Assessment-Friendly Curriculum
Chapter 2: Proficiency Scales
Chapter 3: Parallel Assessments
Chapter 4: The Measurement Process and Different Types of Assessment
Chapter 5: Summative Scores
Chapter 6: Non-Subject-Specific Skills
Chapter 7: Record Keeping and Reporting
Epilogue
Appendix A: Types of Declarative Content
Appendix B: Types of Test Response Items
References and Resources
Books in The New Art and Science of Teaching series:
- The New Art and Science of Teaching
- The Handbook for the New Art and Science of Teaching
- The New Art and Science of Teaching Reading
- The New Art and Science of Teaching Writing
- The New Art and Science of Classroom Assessment
Robert J. Marzano, PhD, is the cofounder and CAO of Marzano Research in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, The Classroom Strategies Series, Managing the Inner World of Teaching, Handbook for High Reliability Schools, Handbook for Personalized Competency-Based Education, and The Highly Engaged Classroom. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
Jennifer S. Norford, vice president of development and innovation at Marzano Research, provides leadership for developing new lines of sponsored program work and supports staff in proposal development and project planning.
She has more than 20 years of experience as a teacher, instructional materials developer, technical assistance provider, research analyst, and business development specialist in preK through postsecondary schools. Jennifer possesses a unique blend of development, managerial, and operations expertise with content and programmatic experience in science, technology, engineering, mathematics, and English language arts.
She has secured funding from a variety of federal agencies, including the Institute of Education Sciences, US Department of Education offices, National Science Foundation, Department of Defense Education Activity, and NASA, as well as from numerous states and local agencies.
Jennifer holds a bachelor of science in civil engineering, a bachelor of arts in English, and a master of arts in English.
Mike Ruyle, EdD, served as a teacher, athletic coach, assistant principal, and program director in the San Francisco Bay Area and Montana for 28 years. He has also been an adjunct professor and presenter at Montana State University. Dr. Ruyle created and implemented the first fully functional, performance-based model of education in Montana for the alternative program at Bozeman High School and created and led a district task force on the best practices in alternative education. His leadership in performance-based education has made him a sought-after presenter for the Office of Public Instruction, the Mass Customized Learning Summit, and numerous schools and districts throughout the Rocky Mountain Region. He earned bachelor of arts degrees in history and English from the University of San Francisco and a master's degree and a doctoral degree in educational leadership from Montana State University.
