Classroom Assessment: Tensions and Intersections in Theory and Practice

By S. Brookhart. Teachers College Record, 2004

176 citations recorded by the source corpus.

The practice of classroom assessment occurs at the intersection of three teaching functions: instruction, classroom management, and assessment. Theory relevant to studying classroom assessment comes from several different areas: the study of individual differences (e.g., educational psychology, theories of learning and motivation), the study of groups (e.g., social learning theory, sociology), and the study of measurement (e.g., validity and reliability theory, formative and summative assessment theory). This article explores how intersections of these areas have played out in the classroom assessment literature over the last 20 years. Some literature has emphasized one practical function or theoretical tradition; some literature has blended several. Overlapping theoretical traditions are opportunities both for richness of understanding and for tensions and conflicts.

Subfields: Education

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Citations in the corpus

Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “…research findings suggest that teachers’ assessment reasoning is often constrained by their prior conceptions of student learning and assessment (Brookhart, 2004; Otero, 2006), beliefs about fairness (Yung, 2001), pressures of accountability (Brickhouse & Bodner, 1992; Duschl & Wright, 1989),…”
What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, background): “…their students, such as the literature urging teachers to reform grading practices and align grades to academic knowledge and more standardized assessments (Brookhart, 1991, 2004; Cizek et al., 1995–1996; Cross & Frary, 1999; Marzano, 2000), the results of this study argue for a change in the…”
Searching for stages of teacher's skills in assessment (2014, background): “However, despite the numerous attempts to establish a theoretical base for classroom assessment (Black & Wiliam, 2009; Brookhart, 2004; Gipps, 1994; Pryor & Crossouard, 2005; Sadler, 1989), a research gap still exists with regard to what constitutes effective assessment (Perrenoud, 1998; Yorke, 2004”
The Dynamics of Motivation and Effort for Classroom Assessments in Middle School Science and Social Studies (2006, methodology): “This model was revised on the basis of empirical testing (Brookhart & DeVoge, 1999; Brookhart & Durkin, 2003; Brookhart & Peretin, 2002) and additional literature review (Brookhart, 2004).”
What Is Assessment for Learning (2011, unknown): “In her review of the research literature on classroom assessment, Brookhart (2004) began by undertaking online searches with ‘‘classroom assessment’’ as a search term.”