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Robert J. Marzano, Jennifer S. Norford, Mike Ruyle
Table of Contents (PDF)
About the Authors
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.
See the book's table of contents and read excerpts (PDF)
A joint publication of ASCD and Solution Tree.
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Product No: 319051
ISBN-13: 978-1-945349-15-7
Availability: February 2019
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This is not a member book.
Robert J. Marzano, PhD, is the cofounder and chief academic officer of Marzano Research in Denver, Colorado. During his fifty years in the field of education, he has worked with educators as a speaker and trainer and has authored more than forty books and two hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention.
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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.
Mike Ruyle, EdD, has served as a teacher, athletic coach, adjunct professor, and school leader. He is a professional development associate with Marzano Research and the author of Leading the Evolution: How to Make Personalized, Competency-Based Education a Reality.
Assessment
Assessment and Grading | Instructional Strategies
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