The New Art and Science of Classroom Assessment. Robert J. Marzano

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

       6 Non-Subject-Specific Skills

       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

       References and Resources

       Index

      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