 Classroom Assessment to Support Teaching and LearningLorrie A. Shepard The ANNALS of the American Academy of Political and Social Science, 2019, vol. 683, issue 1, 183-200 Abstract: Classroom assessment includes both formative assessment , used to adapt instruction and help students to improve, and summative assessment , used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards. Keywords: formative assessment; summative assessment; feedback; grading; learning theory; equity (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:anname:v:683:y:2019:i:1:p:183-200 Access Statistics for this article More articles in The ANNALS of the American Academy of Political and Social Science |
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