The New Art and Science of Classroom Assessment, Sep/2018

Design assessment for learning and drive student engagement and academic achievement. Gain holistic assessment methods and tools for both summative and formative assessment in the classroom, and transition to a mode of assessment that truly reflects course curriculum and student progress.

Authentic Assessment Methods and Tools for the Classroom

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:

1. Explore a new perspective on effective assessment for learning, including classroom, interim, and year-end assessments (from formative assessment to summative assessment).
2. Learn how to create a curriculum that provides clear guidance as to what should be assessed.
3. Acquire strategies for assessing four general types of skills: (1) cognitive skills, (2) knowledge-application skills, (3) metacognitive skills, and (4) general behavior skills.
4. Develop expertise with classroom assessment tools, such as the types of declarative content, selected response items, and short constructed response questions.
5. Download free reproducible tables and checklists to assist in implementing new methods of assessment design.

About The Authors:

Robert J. Marzano, PhD, is cofounder and chief academic officer 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.

He received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.

Jennifer S. Norford, MA, is the chief program officer at Marzano Research in Denver, Colorado. She has more than twenty years of experience as a teacher, instructional materials developer, technical assistance provider, research and development specialist, and development director in preK–12 and postsecondary settings.

A joint publication of ASCD and Solution Tree