The New Art and Science of Classroom Assessment

Robert J. Marzano, Jennifer S. Norford, Mike Ruyle

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About

In The New Art and Science of Classroom Assessment, authors Robert J. Marzano, Jennifer S. Norford, and Mike Ruyle recognize the need for more specific models of classroom assessment. This book is part of a series built around The New Art and Science of Teaching framework (Marzano, 2017). The framework presents current research, theory, and practice regarding classroom pedagogy across various subject areas such as writing, reading, mathematics, science, and more. A major aspect of effective classroom pedagogy is assessment. The New Art and Science of Teaching framework presents three categories of pedagogy: (1) feedback, (2) content, and (3) context. Classroom assessment falls within the category of feedback as it is a form of feedback to students, teachers, and parents. As such, effective classroom assessment must go well beyond traditional assessment, which assigns scores to students on tests, averages those scores, and computes a grade. Instead, a shift to a new paradigm for classroom assessment is needed. Teachers must use assessment to its full potential as a tool for feedback. This book provides an in-depth explanation of how to apply new strategies and techniques in assessment to create this paradigm shift in the classroom. With this book, readers will learn how to change their methods of classroom assessment to create a more holistic mode of assessment that is more reflective of course curriculum and student progress.

Preface

Introduction: The New Paradigm for Classroom Assessment

The Assessment-Friendly Curriculum

Proficiency Scales

Parallel Assessments

The Measurement Process and Different Types of Assessments

About the authors

Robert Marzano is the CEO of Marzano Research Laboratory in Centennial, CO, which provides research-based, partner-centered support for educators and education agencies—with the goal of helping teachers improve educational practice.

As strategic advisor, Robert brings over 50 years of experience in action-based education research, professional development, and curriculum design to Marzano Research. He has expertise in standards-based assessment, cognition, school leadership, and competency-based education, among a host of areas.

He is the author of 30 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in grades K–12.

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Jennifer S. Norford, MA, is the chief program officer at Marzano Research in Denver, Colorado. She has more than twenty years of experience as a teacher, instructional materials developer, technical assistance provider, research and development specialist, and development director in preK–12 and postsecondary settings. She has coauthored books and journal articles, contributed to numerous product development and research projects, and developed online courses. She has extensive experience developing new lines of sponsored program work, cultivating and maintaining productive partnerships, and managing large-scale projects. At Marzano Research, she provides leadership for the research division, setting programmatic vision and strategic direction, developing new lines of program work, and building new partnerships. She also oversees the Reinventing Schools Division and the development and delivery of services related to personalized, competency-based teaching and learning. She earned three degrees from Virginia Tech: a master of arts in English, a bachelor of arts in English, and a bachelor of science in civil engineering.

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Mike Ruyle, EdD, served as a teacher, athletic coach, adjunct professor, and school leader in the San Francisco Bay Area and Bozeman, Montana, for twenty-eight years. He is a professional development associate with Marzano Research and the author ofLeading the Evolution: How to Make Personalized Competency-Based Education a Reality. He led the creation and implementation of the first fully functional, performance-based school in Montana and is a recognized authority in the areas of social justice, educational equity, mindfulness, and trauma-informed care in schools. His leadership experience in personalized, competency-based education has made him a sought-after national and international presenter for numerous schools, districts, state agencies, and conferences.