Classroom Artifact Protocols in Assessment: The Role of Domain Specificity in Two Studies

• In Event: 29.082 - Roundtable Session 9
  In Roundtable Session: 29.082-17 - Issues in School Assessment

Abstract

: Study of classroom artifacts can give valuable insight into teaching and learning. We draw on two studies that contrast classroom artifact protocols differing in domain-specific design considerations and their ability to support inferences about classroom practice. We then propose guidance for artifact study that emphasizes domain specificity and implications for inference and generalization. Findings include the identification of critical decision points in protocol design as well as evidence for validity. These findings are discussed in terms of tradeoffs in domain specificity in assessing classroom artifacts and implications for understanding teaching and learning.

Authors

• Jeanette Joyce, Rutgers University

• Robert C Zisk, Rutgers University - New Brunswick/Piscataway

• Drew H. Gitomer, Rutgers University - New Brunswick/Piscataway