The Unfulfilled Promise of Classroom Assessment

By R. Stiggins. 2005

171 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/87076279c86ea0baf1bf60aed8f1ea61974ee9a6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. B. Noonan
2. Caitlin Duncan
3. R. Tierney
4. C. Coombe
5. H. Vafadar
6. H. Mohebbi
7. K. Leithwood
8. D. Jantzi

In Information Systems and Management

1. B. Noonan
2. Caitlin Duncan
3. R. Tierney
4. C. Coombe
5. H. Vafadar
6. H. Mohebbi

Citations in the corpus

• Factors Affecting Teachers’ Grading and Assessment Practices (2007, methodology): “Stiggins (1999, 2001, 2002) and Guskey (1994, 2003), among others, have been leaders in advocating for this fundamental change in the purposes and processes of teachers’ assessment practices.”
• 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…”
• Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “(Inbar-Lourie, 2008; Popham, 2008; Stiggins, 1999, 2001; Taylor, 2009) and in language testing (Brindley, 2001; Davies, 2008) focusing on identifying the characteristics of testing knowledge and skills of teachers.”