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Educational Assessment Volume 17, 2012 - Issue 2-3: Measurement Issues in the Study of Teaching
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Original Articles

Measuring Classroom Assessment Practice Using Instructional Artifacts: A Validation Study of the QAS Notebook

José Felipe Martínez University of California, Los Angeles
,
Hilda Borko Stanford University
,
Brian Stecher The RAND Corporation
,
Rebecca Luskin University of California, Los Angeles
&
Matt Kloser Stanford University
Pages 107-131 | Published online: 20 Sep 2012

Citations (16)

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Read on this site (3)

Matthew Kloser, Amanda Edelman, Catherine Floyd, Jose Felipe Martínez, Brian Stecher, Jayashri Srinivasan & Erin Lavin. (2021) Interrogating Practice or Show and Tell?: Using a Digital Portfolio to Anchor a Professional Learning Community of Science Teachers. Journal of Science Teacher Education 32:2, pages 210-241.
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Matthew Wilsey, Matthew Kloser, Hilda Borko & Stephanie Rafanelli. (2020) Middle School Science Teachers’ Conceptions of Assessment Practice Throughout a Year-long Professional Development Experience. Educational Assessment 25:2, pages 136-158.
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Jeanette Joyce, Judith R. Harrison & Drew H. Gitomer. (2020) Modifications and accommodations: a preliminary investigation into changes in classroom artifact quality. International Journal of Inclusive Education 24:2, pages 181-201.
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Articles from other publishers (13)

Yilmaz Soysal. (2022) Quality Indicators of an Experienced Middle School Science Teacher’s Argument‑Based Inquiry Teaching. Science & Education 32:3, pages 689-736.
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Tolga Saka & Tufan Inaltekin. (2023) EXAMINING THE TYPE AND QUALITY OF QUESTIONS ASKED BY A SCIENCE TEACHER. Journal of Baltic Science Education 22:1, pages 83-99.
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José Felipe Martínez, Matt Kloser, Jayashri Srinivasan, Brian Stecher & Amanda Edelman. (2022) Developing Situated Measures of Science Instruction Through an Innovative Electronic Portfolio App for Mobile Devices: Reliability, Validity, and Feasibility. Educational and Psychological Measurement 82:6, pages 1180-1202.
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Julie Cohen, Ethan Hutt, Rebekah Berlin & Emily Wiseman. (2020) The Change We Cannot See: Instructional Quality and Classroom Observation in the Era of Common Core. Educational Policy 36:6, pages 1261-1287.
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Matthew Kloser, Hilda Borko, Matthew Wilsey & Stephanie Rafanelli. (2022) Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice. Science Education 106:4, pages 924-955.
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Timothy N. Abell & Hannah Sevian. (2021) Investigating How Teachers’ Formative Assessment Practices Change Across a Year. Journal of Chemical Education 98:9, pages 2799-2808.
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Miray Tekkumru‐Kisa, Courtney Preston, Zahid Kisa, Elif Oz & Jennifer Morgan. (2020) Assessing instructional quality in science in the era of ambitious reforms: A pilot study. Journal of Research in Science Teaching 58:2, pages 170-194.
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Timothy N. Abell & Hannah Sevian. (2020) Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters. Journal of Chemical Education 97:12, pages 4255-4267.
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MATTHEW KLOSER, HILDA BORKO, JOSÉ FELIPE MARTÍNEZ, BRIAN STECHER & REBECCA LUSKIN. (2017) Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios. Science Education 101:2, pages 209-231.
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Angi Shelton, Andrew Smith, Eric Wiebe, Courtney Behrle, Ruth Sirkin & James Lester. (2016) Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data. Journal of Science Education and Technology 25:3, pages 474-488.
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Vicki Stieha, Susan E. Shadle & Sharon Paterson. (2016) Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice. The Journal of General Education 65:2, pages 85-109.
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Vicki Stieha, Susan E. Shadle & Sharon Paterson. (2016) Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice. The Journal of General Education 65:2, pages 85-109.
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Corinne Herlihy, Ezra Karger, Cynthia Pollard, Heather C. Hill, Matthew A. Kraft, Megan Williams & Sarah Howard. (2014) State and Local Efforts to Investigate the Validity and Reliability of Scores from Teacher Evaluation Systems. Teachers College Record: The Voice of Scholarship in Education 116:1, pages 1-28.
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