Student-Involved Classroom Assessment

By R. Stiggins. 2000

313 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c440b645068cfa3ae3f2c9c543f02b8ee519887d

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Citations in the corpus

Student perspectives on rubric-referenced assessment (2005, methodology): “In his book, Student-involved classroom assessment, Stiggins (2001) argues that students are " the key assessment users " (p. 17), and, as such, should be able to use assessments in many of the same ways that teachers use them—to clarify the standards for quality performance, and to guide ongoing…”
Rubric-Referenced Assessment in Teacher Preparation: An Opportunity to Learn by Using. (2010, background): “Rubrics have been demonstrated to result in well-structured and well-defined assignments, and also serve to incorporate a transparent formative assessment into the cycle of learning (Brookhart, 2003; Moskal, 2003; Shephard, 2000; Stiggins, 2001).”
A review of rubric use in higher education (2010, methodology): “…are often used by teachers to grade student work but many authors argue that they can serve another, more important, role as well: When used by students as part of a formative assessment of their works in progress, rubrics can teach as well as evaluate (Arter and McTighe 2001; Stiggins 2001).”
The Role of Classroom Assessment in Student Performance on TIMSS (2004, background): “Richard Stiggins at the Assessment Training Institute has been a leader in this literature (see, for example, Stiggins, 1989, 1991, 1993, 2001).”
Classroom Assessment for Learning. (2002, background): “Teachers who assess for learning use day-to-day classroom assessment activities to involve students directly and deeply in their own learning, increasing their confidence and motivation to learn by emphasizing progress and achievement rather than failure and defeat (Stiggins, 1999; 2001).”
Item-writing rules: Collective wisdom (2005, unknown): “…Gronlund, 1998; Johnson & Johnson, 2002; Kubiszyn & Borich, 2000; Kuhs, Johnson, Agruso & Monrad, 2001; Oosterhof, 1994; Phye, 1997; Popham, 2002; Stiggins, 2001; Trice, 2000; Ward & Murray-Ward, 1999) while the remaining five (Aiken, 1998; Friedenberg, 1995; Millman & Greene, 1993; Popham,…”
Student responses to criteria‐referenced self‐assessment (2007, background): “Frederiksen and Collins (1989), Wiggins (1998) and Stiggins (2001) argue that the criteria for student work must be so transparent that students can learn to evaluate their own work the same way their teacher does.”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, background): “Introduction A rubric is usually defined as a document with a list of assessment criteria, a scoring strategy and quality definitions normally stated on a scale (Reddy & Andrade, 2010; Stiggins, 2001).”
A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning (2002, background): “…not a once-a-year event which in comparison with daily interactions with teachers might be considered to have a minor role in determining their 'faith in themselves as learners' (Stiggins, 2001 p46), but rather a frequent experience which may have an undesirable effect on motivation for learning.”
Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience (2013, methodology): “Self-assessment, as utilised in this model, is criterion referenced (Stiggins 2001; Wiggins 1998) and those criteria are co-defined by the lecturer and students (Dochy and McDowell 1997; Stallings and Tascione 1996).”
Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “Rubrics are often used to grade student work but many authors argue that they can serve another, more important, role as well: rubrics can teach as well as evaluate (Arter and McTighe 2001; Quinlan 2006; Spandel 2006; Stiggins 2001).”
Preparing for the Plunge: Preservice Teachers’ Assessment Literacy (2011, background): “…feedback on assessments Scarcella (2003) W, Sep 19 Activity 3 Siegel et al. (2008) M, Sep 24 Lesson planning and assessment: backward design Stiggins (2003), pp. 66–72 W, Sep 26 Assessment for motivating learning Stiggins (2003), pp. 36–48 M, Oct 1 Activity 4 W, Oct 3 Activity 5 M, Oct 2…”
Developing Measurement Theory for Classroom Assessment Purposes and Uses (2005, background): “Students actually would be the best judges of this if they were taught how to reflect on it (Sadler, 1989; Stiggins, 2001).”
Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning (2010, background): “Rather, they work best when teachers share both the control of the meeting and the responsibility for directing the communication” (Stiggins 2001, 498).”