Refining Principles of Effective, Equitable Classroom Assessment With Teachers and Scholars

• In Event: Examining Student Learning Processes and Teacher Classroom Assessment Practices

Abstract

Classroom assessment influences student learning, motivation, and belonging. We report on results from a multistage, concurrent, and sequential mixed-methods study that elicited feedback from 12 U.S. K-12 teachers and 42 worldwide classroom assessment scholars to attune “A Guiding Framework for Effective, Equitable Classroom Assessment for Teacher Practice and Student Success.” The framework is a set of 22 principles, described in concrete and observable language, detailing what constitutes effective and equitable classroom assessment. Two iterations of the Delphi Inquiry Method (a method purposed to elicit ideas and build consensus among experts) and cognitive interviews with K-12 teachers led to substantial revisions that culminated in a third major version of the framework, lessons learned, and implications for further development.

Authors

• Dustin Sonny James Van Orman, Western Washington University

• Erin E. Riley-Lepo, The College of New Jersey

• James H. McMillan, Virginia Commonwealth University

• Greta Moses, Western Washington University