Using Student-Involved Classroom Assessment to Close Achievement Gaps
By R. Stiggins, J. Chappuis. 2005
266 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/660e9cad929a13661149cf7bbce32a6d4d980cf2
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Linda Darling-Hammond
- R. Tierney
- J. Loughran
- Brigid Barron
- Channa M. Cook-Harvey
- B. Stecher
- J. Martínez
- Hilda Borko
Citations in the corpus
- Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge (2012, background): “Secondly, when pre-service teachers are involved in collecting evidence of their achievement they also develop insights into themselves as learners ( Stiggins and Chappius 2005; Tillema 2009).”
- Changing practices: influences on classroom assessment (2006, background): “Despite this research evidence, the sustained championing by assessment specialists (e.g., Stiggins, 1994, 2001; Stiggins & Chappuis, 2005), and the increasing endorsement by professional organizations (Joint Committee on Standards for Educational Evaluation, 2003; Miller, 2005), assessment is…”
- Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS (2009, background): “In general, timely, thoughtful, and accurate appraisal of student achievement can inform and help improve instruction and, by extension, student achievement, especially in the case of students performing significantly below desired levels (eg, Shepard, 2006 ; Stiggins & Chappuis, 2005 ).”
- Effective Online Instructional and Assessment Strategies (2007, background): “The main purposes of assessment are to monitor student learning, improve academic programs, and enhance teaching and learning (Corcoran, Dershimer, and Tichenor 2004; Stiggins and Chappuis 2005).”
- Implications for educational practice of the science of learning and development (2019, background): “They can then combine rich evidence of student learning with their own deep understanding of the learning process so that they can use insights from assessment to plan and revise instruction and to provide feedback that explicitly helps students see how to improve (Stiggins & Chappuis, 2005).”