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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.
(A joint publication of ASCD and Solution Tree, 2019) 8 1/2" x 11", 152 pages
Children are born learning machines who want to learn and can organize and manage their own learning. Unfortunately, today children have little choice over what they do in school and how and when they do it. Children prepared in this “other-determined” manner will be poorly equipped to navigate an adult world requiring that they act autonomously and self-direct learning to acquire skills in rapidly changing environments. In Teaching Students to Become Self-Determined Learners, Michael Wehmeyer and Yong Zhao explore the how and why of self-determined learning—which emphasizes autonomy and choice, turning over ownership for learning to students by supporting them in engaging in activities that are of personal value to them, thus enabling them to act volitionally.