The New Art and Science of Classroom Assessment. Robert J. Marzano
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The Method of Mathematical Models
The Best-Fit Model
The Decaying Average and Other Mathematical Models
The New Art and Science of Classroom Assessment in Practice
Cognitive Analysis Skills
Knowledge-Application Skills
Metacognitive Skills
General Behavior Skills
The New Art and Science of Classroom Assessment in Practice
7 Record Keeping and Reporting
Keeping a Record
Keeping a Record Using Technology
Reporting the Overall Grade
Revisiting the System of Assessments
The New Art and Science of Classroom Assessment in Practice
Epilogue: School Change and Classroom Change
Appendix A: Types of Declarative Content
Specific People or Types of People
Specific Organizations and Groups or Types of Organizations and Groups
Specific Intellectual or Artistic Products or Types of Intellectual or Artistic Products
Naturally Occurring Objects
Naturally Occurring Places
Specific Animals or Types of Animals
Manmade Objects
Manmade Places
Naturally Occurring Phenomena or Events
Manmade Phenomena or Events
Appendix B: Types of Test-Response Items
Selected-Response Items
Constructed-Response Items
About the Authors
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. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, A Handbook for Personalized Competency-Based Education, and Leading a High Reliability School. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
Dr. Marzano received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.
To learn more about Robert J. Marzano’s work, visit marzanoresearch.com.
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.
To learn more about Jennifer S. Norford’s work, follow @JenniferNorford on Twitter.
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 of Leading 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.
Dr. Ruyle earned bachelor of arts degrees in history and English from the University of San Francisco, as well as master’s and doctoral degrees in educational leadership from Montana State University.
To learn more about Mike Ruyle’s work, visit www.linkedin.com/in/mike-ruyle-070118119 or follow @MikeRuyle on Twitter.
To book Robert J. Marzano, Jennifer S. Norford, or Mike Ruyle for professional development, contact [email protected].
Preface
This book is part of a series of books that focus on the The New Art and Science of Teaching framework (Marzano, 2017). That framework presents current research, theory, and practice regarding classroom pedagogy across various subject areas such as writing, reading, mathematics, and science within three general categories: content, context, and feedback.
A major aspect of effective classroom pedagogy is assessment. More specifically, within The New Art and Science of Teaching framework, classroom assessment falls within the general category of feedback. By its very nature, assessment is a form of feedback to students, teachers, and parents. As such, effective classroom assessment must go well beyond traditional uses which simply assign scores to students on specific tests and then average all those scores