Systematic Classroom Assessment
An Approach for Learning and Self-Regulation

Systematic ClassroomAssessment promotes a fresh vision of assessment for student learning and achievement. Using a framework that positions assessment as both an iterative, purposeful cycle of inquiry for teachers as well as a coherent system of activities through which students engage in their own learning, this framework for classroom assessment is unique in incorporating self-regulated learning, motivation, and non-cognitive processes. Key components such as assessment for learning, feedback, emerging technologies, and specific content areas are treated in depth, and fundamental principles like reliability, validity, and fairness are approached from the classroom perspective.

Introduction Part 1: Section 1 Introduction Chapter 1: Classroom assessment for learning and self-regulation Chapter 2: Assessing student prior knowledge, skills, and attitudes Chapter 3: Multiple iterations of learning and assessment Chapter 4: Formally Assessing Student Learning Chapter 5: Reflection on overall performance of learning Part 2: Section 2 Introduction: Technical quality and technology in assessment Chapter 6: Reliability: Making sure you can depend on your data Chapter 7: Validity in classroom assessment: Purposes, properties, and principles Chapter 8: Fairness in assessment: Classrooms and beyond Chapter 9: Technology in Classroom Assessment Part 3: Section 3 Introduction: Case studies in the CS:SRL framework Chapter 10: English language arts case study Chapter 11: Music case study Chapter 12: Mathematics case study

Sarah M. Bonner is Associate Professor in the School of Education at Hunter College, USA.

Peggy P. Chen is Associate Professor in the School of Education at Hunter College and Affiliated Faculty at the Graduate Center, City University of New York, USA.