Developing Measurement Theory for Classroom Assessment Purposes and Uses

By S. Brookhart. 2005

246 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/f863ec8d2080556f048de49e550f7502b6362f8b

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Citations in the corpus

Language Assessment Literacy: Implications for Language Teachers (2018, background): “There has also been increasing attention as to how assessment has consequences on teaching, learning, and school curricula (Brookhart, 2011; Popham, 2009, 2011); this attention has led to a belief that teachers should have a critical stance towards how assessment impacts stakeholders (Popham, 2009).”
Peer and Self-Assessment in High Schools (2005, background): “Noonan & Duncan Peer and Self-Assessment Peer assessments are usually intended as formative assessment early in the learning process (Johnson, 2004).”
Student responses to criteria‐referenced self‐assessment (2007, background): “This implication reflects the views of other assessment theorists, including Black and Wiliam (1998), Shepard (2000), Brookhart (2003) and Wiggins (1998), who espouse student-centred approaches to assessment.”
Searching for stages of teacher's skills in assessment (2014, background): “Therefore, the skills included cover decisions concerning the purpose that each assessment mechanism aims to serve (Brookhart, 2003; Gipps, 1994; Pellegrino, Chudowsky, & Glaser, 2001; Torrance & Pryor, 1998), the definition of learning goals against which a student will be assessed (Herman et al.”
Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “Other assessment theorists, including Black and Wiliam (1998), Shepard (2000), Brookhart (2003), and Wiggins (1998) put forward a similar conception of assessment as a moment of learning.”
Competency assessment models. (2007, unknown): “Brookhart (2003)”
Rubric-Referenced Assessment in Teacher Preparation: An Opportunity to Learn by Using. (2010, background): “Few studies have focused on the impact of rubrics on learning, however, findings support the assertions that rubrics facilitate student awareness of learning goals as well as the application of feedback, both important in the assessment and learning cycle (Brookhart, 2003; Zimmerman & Schunk, 2001).”
Using the method of pairwise comparison to obtain reliable teacher assessments (2010, background): “It is argued that: teachers are the primary change agents (Wyatt-Smith, 2000); most of the information students, parents and teachers have about student learning comes from the classroom (Brookhart, 2003) and; teachers’ assessments of their students have a greater impact on student performance than ”
Teachers’ approaches to classroom assessment: a large-scale survey (2016, background): “This trend has been articulated by others (Brookhart, 2003; Moss, 2003; Parkes, 2007) who have worked to appropriate measurement concepts for use within classroom settings recognising that some traditional conceptualizations of validity, reliability, and fairness might not work well for teachers and”
Constructing a language assessment knowledge base: A focus on language assessment courses (2008, background): “It also requires appreciation of the role of assessment in the instructional-learning cycle (Brookhart, 2003; Gipps, 1994), and underscores the teacher’s dual (and often fuzzy) role as both teacher and assessor of curriculum attainment, in addition to being (in the case of the language teacher) a…”
Factors Affecting Teachers’ Grading and Assessment Practices (2007, background): “The focus on teachers’ assessment strategies and grading practices has generated interest in research on teachers’ assessment decision-making (Brookhart, 2003; McMillan, 2003).”
Chapter 4: Validity in Educational Assessment (2006, background): “23 She cited two recent textbooks (Stiggins, 2001 la, and Taylor & Nolen, 2005) and a recent issue of Educational Measurement: Issues and Practice edited by Susan Brookhart (Brookhart, 2003) as providing theory and practice that begin to address teachers' needs more directly.”
Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “They cau tion, however, that this learning progression is preliminary, hav ing been tested with only eight students.”
Student perspectives on rubric-referenced assessment (2005, background): “…student perceptions are inextricably tied to the classroom assessment experience and ultimately the meaning and use of the information it affords " (Brookhart, 2003, p. 6), the study reported here was designed to provide some evidence of how students perceive of and use assessment in general and…”