LCT-5000 v1

Bartlett, J. (2015). Outstanding assessment for learning in the classroom. Routledge.
Read Chapter 1 and Chapter 2.
In Chapter 1 of this book, “What Do We Mean by Assessment for Learning?” and Chapter 2, “Sequencing and Planning for Learning” the author discusses research-based principles to guide classroom practices through the lens of assessment. Taking the structure of a lesson as the starting point, this book demonstrates how assessment for learning can be used to enhance and support all aspects of the learning process.

Brooks, C., Carroll, A., Gillies, R. M., & Hattie, J. (2019). A matrix of feedback for learning. Australian Journal of Teacher Education, 44(4), 14–32.
The authors used an established model as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was the least occurring feedback type in the classroom. Based upon research and findings, the authors propose a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.

Lehman, B., Sparks, J.R., Zapata-Rivera, D., Steinberg, J., & Forsyth, C. (2024). A culturally enhanced framework of caring assessments for diverse learners. Practical Assessment, Research & Evaluation, 29.
Most assessments adopt a one-size-fits-all approach to provide fair testing opportunities to all learners. However, this rigid approach to assessment may limit the ability for some learners to show what they know and can do. The Caring Assessments framework proposed a guide for the design and development of flexible, personalized, and adaptive assessments to provide each learner with the best opportunity to show what they know and can do. The framework has been expanded to the Culturally Enhanced Caring Assessments framework to include personal, social, linguistic, and cultural aspects of learners and the contexts in which they learn.

Moss, G. (2022). Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems. Education Policy Analysis Archives, 30(139).
This reading explores the disruption that COVID has brought to the normal functioning of performance-based accountability systems and asks whether this has created new possibilities for those organizing against the use of high stakes testing in education. Although this article discusses schools in England, it has application to the American educational system.

Myers, S. (2024). Formative and summative assessments. Salem Press Encyclopedia.
This article focuses on the use of formative and summative assessments for evaluating student progress. Discussion is presented on the positive and negative aspects of each, their commonalities, as well as how they differ from each other. Examples of formative and summative assessments are also included.

Ravitch, D., Forte, D., Moss, P., & Reville, P. (2022). Policy dialogue: Twenty years of test-based accountability. History of Education Quarterly, 62(3), 337–352.
Since No Child Left Behind was signed into law, test-based accountability has become a core feature of the K-12 public education system in the United States. Over the past twenty years, critics have continued to raise questions about the theory of change underlying test-based accountability, and scholars have detailed a variety of unintended consequences associated with it. If test-based accountability is both likely to persist and imperfect in its design, then it is critical to consider how its shortcomings might be addressed.

Becker, I., Rigaud, V. M., & Epstein, A. (2023). Getting to know young children: Alternative assessments in early childhood education. Early Childhood Education Journal, 51(5), 911–923.
This article examines themes of early childhood assessment through a review of noted researchers in early childhood education. Each of the three alternative systems emphasize assessments designed to understand every child's learning as unique. Many of the practices used align with the National Association for the Education of Young Children's (NAEYC) current recommendations regarding developmentally appropriate assessment.

Carroll, D., Uribe-Flórez, L. J., Ching, Y.-H., Perkins, R., & Figus, E. (2023). Understanding learners’ experiences of using ePortfolio in a high school physics course. TechTrends: Linking Research and Practice to Improve Learning, 67(6), 977–989.
There has been a move toward personalized learning and alternative types of authentic assessment in K-12 education. This shift has been partly driven by increases in the available technology that can support those types of changes. This study aimed at understanding the experience of learners in a first-year physics class working with an ePortfolio as the primary method of assessment for that class.

Vidal Rodeiro, C., & Macinska, S. (2022). Equal opportunity or unfair advantage? The impact of test accommodations on performance in high-stakes assessments. Assessment in Education: Principles, Policy & Practice, 29(4), 462–481.
There has been controversy around the practice of providing accommodations, with some suggesting that they may give an unfair advantage rather than level the playing field. If that were the case, the assessment results of students with accommodations could be inflated, leading to a detrimental effect on the assessment's validity. This research investigated this claim by comparing the performance of students who completed high-stakes examinations with and without test accommodations.

William, T. L. (2024, February). The billion-dollar problem in education [Video]. TedTalk.