Systematic Classroom Assessment

An Approach for Learning and Self-Regulation

Sarah Bonner, Peggy Chen

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Paperback

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English

Routledge
09 April 2019

Educational psychology; Examinations & assessment; Teacher training; Teaching skills & techniques

Systematic Classroom Assessment promotes a fresh vision of assessment for student learning and achievement. Using a framework that positions assessment as both an iterative, purposeful cycle of inquiry for teachers as well as a coherent system of activities through which students engage in their own learning, this framework for classroom assessment is unique in incorporating self-regulated learning, motivation, and non-cognitive processes. Key components such as assessment for learning, feedback, emerging technologies, and specific content areas are treated in depth, and fundamental principles like reliability, validity, and fairness are approached from the classroom perspective.

By: Sarah Bonner, Peggy Chen
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 254mm, Width: 178mm,
Weight: 471g
ISBN: 9781138565777
ISBN 10: 1138565776
Pages: 226
Publication Date: 09 April 2019
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Sarah M. Bonner is Associate Professor in the School of Education at Hunter College, USA. Peggy P. Chen is Associate Professor in the School of Education at Hunter College and Affiliated Faculty at the Graduate Center, City University of New York, USA.

Reviews for Systematic Classroom Assessment: An Approach for Learning and Self-Regulation

Systematic Classroom Assessment provides a theoretically grounded and unified perspective on assessment-the 4-stage Classroom Assessment Model-that integrates assessment with self-regulation, motivation, learning, and non-cognitive processes. The volume incorporates teacher and student activities that collectively are oriented toward promoting student learning. This is a valuable resource for preparing educators to use the latest methods and technologies to improve teaching and learning. - Dale H. Schunk, Professor in the Department of Teacher Education and Higher Education in the School of Education at the University of North Carolina at Greensboro, USA Using classroom assessments to offer students feedback on learning and to guide correction of learning difficulties is a highly nuanced process, dependent on the background of the students, the skills to be learned, the subject area, and the grade level. In this book, Bonner and Chen help teachers make sense of those nuances and guide them through the complexities to more effective practice. Every teacher will find ideas here they can use to help their students develop as successful, independent learners. - Thomas R. Guskey, Senior Research Scholar at the University of Louisville and Professor Emeritus at the University of Kentucky, USA