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Theory Into Practice Volume 44, 2005 - Issue 1: Closing Achievements Gaps
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Original Articles

Using Student-Involved Classroom Assessment to Close Achievement Gaps

Rick Stiggins
&
Jan Chappuis
Pages 11-18 | Published online: 24 Jun 2010

Citations (71)

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Yumiko Murai, Yoon Jeon Kim, Stephanie Chang & Justin Reich. (2023) Principles of assessment in school-based making. Learning: Research and Practice 9:1, pages 57-72.
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Yaoying Xu & Laura Kuti. (2021) Accommodating students with exceptional needs by aligning classroom assessment with IEP goals. International Journal of Inclusive Education 0:0, pages 1-14.
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Dineke Tigelaar & Patrick Sins. (2021) Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection. Journal of Vocational Education & Training 73:3, pages 413-435.
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Christina B. Connors. (2021) Summative and Formative Assessments: An Educational Polarity. Kappa Delta Pi Record 57:2, pages 70-74.
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Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher. (2020) Implications for educational practice of the science of learning and development. Applied Developmental Science 24:2, pages 97-140.
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Colleen M. Eddy, Pamela Harrell & Layne Heitz. (2017) An observation protocol of short-cycle formative assessment in the mathematics classroom. Investigations in Mathematics Learning 9:3, pages 130-147.
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Christopher Charles Deneen & Gavin T.L. Brown. (2016) The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education 3:1.
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Hongli Li. (2016) How is formative assessment related to students’ reading achievement? Findings from PISA 2009. Assessment in Education: Principles, Policy & Practice 23:4, pages 473-494.
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Jaime Coyne, Tori Hollas & Jalene P. Potter. (2016) Jumping In: Redefining Teaching and Learning in Physical Education Through Project-Based Learning. Strategies 29:1, pages 43-46.
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Lynn Kelting-Gibson, Nancy P. Gallavan, Eva St. Arnauld, Glenda Black, Andrea Cayson, Janine Davis, Kathy D. Evans, Patricia P. Johnson, Barbara Levandowski, Keenya Mosley, Debbie Rickey, Debra D. Shulsky, Deborah Thomas, Amy M. Williamson & Jerald I. Wolfgang. (2014) Four Facets of Classroom Assessments: Obstacles, Obligations, Outcomes, and Opportunities. Action in Teacher Education 36:5-6, pages 363-376.
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Päivi Atjonen. (2014) Teachers’ views of their assessment practice. The Curriculum Journal 25:2, pages 238-259.
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EvaL. Baker. (2013) Critical Moments in Research and Use of Assessment. Theory Into Practice 52:sup1, pages 83-92.
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Heather L. Cruz & Debby Zambo. (2013) Student Data Portfolios Give Students the Power to See Their Own Learning. Middle School Journal 44:5, pages 40-47.
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Pernilla Nilsson. (2013) What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science. Teachers and Teaching 19:2, pages 188-201.
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Pernilla Nilsson & John Loughran. (2012) Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge. Journal of Science Teacher Education 23:7, pages 699-721.
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Kristina J. Doubet. (2012) Formative Assessment Jump-Starts a Middle Grades Differentiation Initiative. Middle School Journal 43:3, pages 32-38.
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José Felipe Martínez, Brian Stecher & Hilda Borko. (2009) Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS. Educational Assessment 14:2, pages 78-102.
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Jorge Gaytan & BerylC. McEwen. (2007) Effective Online Instructional and Assessment Strategies. American Journal of Distance Education 21:3, pages 117-132.
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RobinD. Tierney. (2006) Changing practices: influences on classroom assessment. Assessment in Education: Principles, Policy & Practice 13:3, pages 239-264.
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Limin Jao, Jennifer Hall & Cinzia Di Placido. (2023) “If you’re a dude, you’re a chick, whatever the hell in between, you need to know about maths”: the Australian and Canadian general public’s views of gender and mathematics. Mathematics Education Research Journal.
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Cindy Ramhurry. (2022) Applying Foucault to Participatory Assessment in Higher Education: A Case Study in South Africa. Education as Change 26.
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Andrew Coombs & Christopher DeLuca. (2022) Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity. Educational Assessment, Evaluation and Accountability 34:3, pages 279-301.
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Ruiqin Gao, Xiumei Liu & Xumei Fan. (2022) Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study. Educational Assessment, Evaluation and Accountability 34:3, pages 303-330.
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Karen S. Crum, Whitney H. Sherman & Steve Myran. (2010) Best practices of successful elementary school leaders. Journal of Educational Administration 48:1, pages 48-63.
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Tamara M. Walser. (2009) An Action Research Study of Student Self-Assessment in Higher Education. Innovative Higher Education 34:5, pages 299-306.
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Tzu-Hua Wang, Kuo-Hua Wang & Shih-Chieh Huang. (2008) Designing a Web-based assessment environment for improving pre-service teacher assessment literacy. Computers & Education 51:1, pages 448-462.
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Rebecca Zwick, Jeffrey C. Sklar, Graham Wakefield, Cris Hamilton, Alex Norman & Douglas Folsom. (2008) Instructional Tools in Educational Measurement and Statistics (ITEMS) for School Personnel: Evaluation of Three Web-Based Training Modules. Educational Measurement: Issues and Practice 27:2, pages 14-27.
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Carol S. Parke & Suzanne Lane. (2007) Students’ Perceptions of a Maryland State Performance Assessment. The Elementary School Journal 107:3, pages 305-324.
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