Assessment Crisis: The Absence of Assessment for Learning

By R. Stiggins. 2002

1,049 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/edcd92bf74767146b3d51f1a0e44ea0260caf7c5

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Citations in the corpus

Learning theories and assessment methodologies – an engineering educational perspective (2011, background): “In this context, Stiggins (2002) points out that assessment of learning is traditionally used in schools while assessment for learning is not given the same amount of attention.”
A Historical Perspective on Validity Arguments for Accountability Testing (2005, background): “We expand later in this chapter on current theory about formative classroom assessment for learning (Black, et al., 2004; Stiggins, 2002).”
Writing Assessment Literacy: Surveying Second Language Teachers' Knowledge, Beliefs, and Practices (2016, background): “Assessment literacy has been defined as an understanding of the principles of sound assessment (Popham, 2004; tiggins, 2002), which is central to achieving and maintaining the overall quality of teaching and learning.”
Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, background): “This echoes Stiggins’ (2002) call for broad movement for teacher education and administrator preparation programmes to provide assessment literacy to support implementation of assessment for learning, or for the school leaders to understand how best to support such assessments.”
Teaching Children How to Read (2007, background): ““We are a nation obsessed with the belief that the path to school improvement is paved with better, more frequent, and more intense standardized testing” (Stiggins 2002, 759).”
Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative (2007, background): “The distinction between types of assessment was elaborated by Stiggins (2002) in an outstanding article about the current assessment crisis.”
Examining the Utility of Elementary Science Notebooks for Formative Assessment Purposes (2006, neutral): “Formative assessment is an integral part of the optimal teaching/learning process (Bransford, Brown, & Cocking, 2000; Herman, Aschbacher, & Winters, 1992; Pellegrino, Chudowsky, & Glaser, 2001; Stiggins, 2002).”
Factors Affecting Teachers’ Grading and Assessment Practices (2007, background): “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.”
Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow (2009, background): “A more indirect way of helping students learn via FA includes instructional adjustments that are based on assessment results ( Stiggins, 2002 ).”
Forms of assessment and their potential for enhancing learning: conceptual and cultural issues (2008, background): “It is simply a mindset, and of course skills ( Stiggins 2002 ) that currently prevent the coalescence of formative and internal summative assessment.”
Are badges useful in education?: it depends upon the type of badge and expertise of learner (2013, background): “But over-assessment and inaccurate assessment have clear negative consequences on motivation (Stiggins 2002).”
Current Issues in English Language Teacher‐Based Assessment (2009, background): “the term formative assessment, so comprehensively documented by Black and Wiliam (1998), but more recently many researchers have been call ing for a sharper distinction between the two terms (Kennedy, Chan, Yu, & Fok, 2006; Roos 8c Hamilton, 2005; Stiggins, 2002; Taras, 2005).”
The Dynamics of Motivation and Effort for Classroom Assessments in Middle School Science and Social Studies (2006, background): “What classroom assessment environment factors help students develop self-efficacy? Current work on student involvement in their own assessment (e.g., Meisels, Atkins-Burnett, Xue, & Bickel, 2003; Stiggins, 2002) is a promising approach for this purpose, as is promoting complex, project-based work (M”
A Cognitive Diagnosis Model for Cognitively Based Multiple-Choice Options (2009, methodology): “According to Stiggins (2002), assessment should be used not only to ascertain the status of learning but also to further learning.”
The Impact of Indiana’s System of Interim Assessments on Mathematics and Reading Achievement (2013, result): “These expectations are consistent with a long history of research and interpretation in educational science (e.g., Coe, 2002; Heritage, 2010; Kluger & DeNisi, 1996; Sadler, 1989; Stiggins, 2002; Tobias, 1987).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “learning strategies which sustain stable motivation (Nisan 1992; Brophy 2004), improve attainment (Black and Wiliam 1998a, b; ARG 1999; Zimmerman and Pons 1986; Bandura 1997), and precipitate the inner drive for lifelong learning (Bandura 1997; Stiggins 2002; OECD 2005).”
Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies. (2011, background): “…is also referred to as consequential validity of assessment (Baartman, 2008; Messick, 1994) and calls attention to (intended and unintended) impacts of the assessment on learning and instruction (Dierick & Dochy, 2001); including the so called Backwash effects (Birenbaum, 2007; Stiggins, 2002).”
A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice (2012, background): “…development around DDDM (see, e.g., Data Wise at Harvard; Boudett, City, & Murnane, 2005; the Using Data Project at TERC; Love et al., 2008) and related topics such as leadership (White, 2005) and formative assessment (Heritage, 2007, 2010; Heritage & Niemi, 2006; Stiggins, 2002, 2005).”