The Role of Classroom Assessment in Teaching and Learning. CSE Technical Report.

By L. Shepard. 2000

435 citations recorded by the source corpus.

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Citations in the corpus

Approaches to Learning by Students in the Biological Sciences: Implications for teaching (2007, background): “Even where the questions were of a complex nature designed to challenge students’ capacity to use information in authentic ways (Shepard, 2000), the ability to transfer their reported success on solving these problems during their course to success in a final examination appears limited.”
Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning (2013, background): “This tension provides an intellectual framework for understanding language assessment (see Shepard, 2000a) and by extension, language assessment literacy.”
The fusion model skills diagnosis system (2007, background): “…to identify ways in which properly conceived and implemented assessment systems can improve teaching and learning, and lead to school improvement (see Pellegrino & Chudowsky, 2003; Popham, Keller, Moulding, Pellegrino, & Sandifer, 2005; Shavelson, Black, William, & Coffey, in press; Shepard, 2000).”
A socio‐cultural theorisation of formative assessment (2008, background): “153 for a typology) and it has become seen as embedded in classroom interaction between and amongst teachers and learners (Shepard, 2000).”
A Portrait of Advanced Placement Teachers' Practices. Research Report No. 2005-7. ETS RR-05-09. (2005, background): “To achieve this goal, assessment is seen not as an external event, but as an embedded classroom activity that is systematically and continuously included in classroom procedures (Shepard, 2001).”
New Learning and the Classification of Learning Environments in Secondary Education (2004, background): “Process-oriented instruction is based on such a model of teaching and learning (Simons et al., 2000; Vermunt, 1994, 1995). That is, the role of the teacher is to model processes and skills; to monitor student learning, thinking, and regulation of activities; to provide metacognitive guidance; and to”
Teachers’ approaches to classroom assessment: a large-scale survey (2016, background): “As recognised by Shepard (2000) in her landmark article, Assessment in a Learning Culture, classroom assessments have been historically shaped by different educational paradigms.”
Reconceptualizing Validity for Classroom Assessment (2005, background): “…Shepard, 1993,1997) and how that conceptualization has conventionally been translated to guide classroom assessment (e.g., Airasian, 2001; American Federation of Teachers [AFT], NCME, National Education Association [ NEA] , 1990; Nitko, 2001; see Black & Wiliam, 1998; Shepard, 2001 for reviews).”
Hearing Students: The Complexity of Understanding What they are Saying, Showing, and Doing (2005, unknown): “These include projects, portfolios, journals, conversations, and observations (e.g., NCTM, 2000; Romberg, 1995; Shepard, 2001 ).”
Assessment in Mathematics Education (2016, unknown): “These views draw on cognitive, constructivist, and sociocultural views of learning (Gipps 1994; Lund 2008; Shepard 2000, 2001).”
Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities (2017, background): “Through class-based authentic assessment, teachers, students, and others can see how real learning and development occur (Shepard, 2000; Stiggins, 1994).”
Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. (2008, background): “For classroom teachers, student self-assessment develops an awareness of which metacognitive strategies to use and when to use them.”