As education systems evolve in response to changes in culture, policy, and the affordances of technology, so too must the theory and practice of classroom assessment, which is critical to effective teaching and learning.
The purpose of this Frontiers Research Topic is to highlight recent advances in classroom assessment conceptualization, development, and implementation, with attention to next steps and recommendations for
future practice. The scope of the topic is intended to be broad, with a variety of potential areas of focus, including,
but not limited to:
• Relationships between classroom assessment and curriculum, instruction, and classroom environment.
• Integration of new constructs, such as creativity and collaborative problem solving, and new modes of
• assessment.
• Responsibilities of students, for example, in self-assessment, peer-assessment, and when interpreting and
• acting on feedback.
• Assessment literacy, methods for its promotion and evaluation, and the changing role of teachers as
• assessors.
• Reliance on technology, for example, in the applications of computerized-adaptiveness, gamification, and
• algorithmic generation of content and scoring of results.
• Applications of new psychometric models and learning analytics.
• The theory of classroom assessment, especially with respect to validity and the recent incorporation of both formative and summative intended uses.
In terms of context, submissions may involve classroom assessment at any grade level, Pre-K to post-secondary, but should focus on outcomes that are pertinent to decision-making at the classroom level, with implications for students and teachers. Both conceptual and empirical articles are welcome.
As education systems evolve in response to changes in culture, policy, and the affordances of technology, so too must the theory and practice of classroom assessment, which is critical to effective teaching and learning.
The purpose of this Frontiers Research Topic is to highlight recent advances in classroom assessment conceptualization, development, and implementation, with attention to next steps and recommendations for
future practice. The scope of the topic is intended to be broad, with a variety of potential areas of focus, including,
but not limited to:
• Relationships between classroom assessment and curriculum, instruction, and classroom environment.
• Integration of new constructs, such as creativity and collaborative problem solving, and new modes of
• assessment.
• Responsibilities of students, for example, in self-assessment, peer-assessment, and when interpreting and
• acting on feedback.
• Assessment literacy, methods for its promotion and evaluation, and the changing role of teachers as
• assessors.
• Reliance on technology, for example, in the applications of computerized-adaptiveness, gamification, and
• algorithmic generation of content and scoring of results.
• Applications of new psychometric models and learning analytics.
• The theory of classroom assessment, especially with respect to validity and the recent incorporation of both formative and summative intended uses.
In terms of context, submissions may involve classroom assessment at any grade level, Pre-K to post-secondary, but should focus on outcomes that are pertinent to decision-making at the classroom level, with implications for students and teachers. Both conceptual and empirical articles are welcome.
