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Thematische Bibliographien / Classroom assessment scoring / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Classroom assessment scoring“

Autor: Grafiati

Veröffentlicht am 7. Juni 2025

Zuletzt aktualisiert am 2. August 2025

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1

Farid, Miftahul, Zulfah Fakhruddin, and Ambo Dalle. "Assessment Practice in EFL Classroom: Purpose, Methods and Scoring." JELITA 5, no. 2 (2024): 408–20. http://dx.doi.org/10.56185/jelita.v5i2.758.

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This research aims to describe teacher purposes, investigate teacher methods, and explain teacher scoring practices in EFL classrooms. The study employs a descriptive quantitative design, collecting data through checklist and observational analyses using Google Forms. The subjects comprise EFL teachers from senior high schools and vocational schools in the Pinrang region. Results reveal that teachers utilize multifaceted assessment practices for interconnected purposes: monitoring student progress, providing feedback, motivating learning, guiding instruction, facilitating differentiation, ensu

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Wallace, Tanner LeBaron, Alyssa K. Parr, and Richard J. Correnti. "Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary." Journal of Psychoeducational Assessment 38, no. 4 (2019): 475–92. http://dx.doi.org/10.1177/0734282919863229.

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One popular observational instrument to evaluate teaching is the Classroom Assessment Scoring System–Secondary (CLASS-S). Yet, the secondary version of the CLASS poorly discriminates classroom management quality beyond identifying extremely chaotic classrooms with teachers’ scores clustering in the most positive ranges of effectiveness. Studies of adolescents’ perceptions of teachers’ classroom management practices, however, clearly suggest more nuance and complexity. Assuming this discrepancy between results (i.e., lack of differentiation vs. nuanced complexity) might be an artifact of this p

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Guapacha-Chamorro, María, and Orlando Chaves-Varón. "Scoring and Consequential Validity Evidence of Computer- and Paper-Based Writing Tests in Times of Change." Chinese Journal of Applied Linguistics 47, no. 3 (2024): 450–80. http://dx.doi.org/10.1515/cjal-2024-0305.

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Abstract Little is known about how the assessment modality, i. e., computer-based (CB) and paper-based (PB) tests, affects language teachers’ scorings, perceptions, and preferences and, therefore, the validity and fairness of classroom writing assessments. The present mixed-methods study used Shaw and Weir’s (2007) sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education. Original handwritten and word-processed texts of 38 EFL university students were transcribed to the

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Rodriguez, Billie Jo, and Sofia Garza. "Test Review: Classroom Assessment Scoring System Manual: Toddler." Journal of Psychoeducational Assessment 32, no. 6 (2014): 573–76. http://dx.doi.org/10.1177/0734282914523085.

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Bouchard, Caroline, Stéphanie Duval, Anne-Sophie Parent, Christelle Robert-Mazaye, and Nathalie Bigras. "Lien entre l’engagement des enfants âgés de 4-5 ans dans leurs apprentissages et des profils de la qualité des interactions en centre de la petite enfance." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 2 (2021): 337–70. http://dx.doi.org/10.53967/cje-rce.v44i2.4623.

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À l’aide d’un devis mixte, cet article vise à dégager des profils de la qualité des interactions en centre de la petite enfance (CPE) et à les mettre en relation avec l’engagement des enfants de 4-5 ans dans leurs apprentissages. La qualité des interactions a été observée auprès de 15 groupes, au moyen du Classroom Assessment Scoring System (CLASS). Puis, les éducatrices de ces groupes (N = 15) ont participé à des entretiens semi-dirigés. L’observation de l’engagement des enfants dans leurs apprentissages a été effectuée auprès de 108 enfants (n = 54 filles), à partir de l’Individualized Class

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Virtanen, T. E., E. Pakarinen, M. K. Lerkkanen, A. M. Poikkeus, M. Siekkinen, and J. E. Nurmi. "A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context." Journal of Early Adolescence 38, no. 6 (2017): 849–80. http://dx.doi.org/10.1177/0272431617699944.

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This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor structure of the original CLASS-S (Emotional Support, Organizational Support, and Instructional Support), with some modifications, provided a better

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Jensen, Bryant, María Guadalupe Pérez Martínez, Adán Moisés García Medina, José Felipe Martínez, Carolina Benito Cox, and Ross Larsen. "An ecological analysis of the Classroom Assessment Scoring System in K-1 Mexican classrooms." Early Years 40, no. 4-5 (2020): 514–33. http://dx.doi.org/10.1080/09575146.2020.1749035.

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La Paro, Karen M., Robert C. Pianta, and Megan Stuhlman. "The Classroom Assessment Scoring System: Findings from the Prekindergarten Year." Elementary School Journal 104, no. 5 (2004): 409–26. http://dx.doi.org/10.1086/499760.

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Buell, Martha, Myae Han, and Carol Vukelich. "Factors affecting variance in Classroom Assessment Scoring System scores: season, context, and classroom composition." Early Child Development and Care 187, no. 11 (2016): 1635–48. http://dx.doi.org/10.1080/03004430.2016.1178245.

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Widiastuti, Oktavia. "Developing Assessment in Indonesian EFL Speaking Classroom." Issues in Applied Linguistics & Language Teaching 7, no. 1 (2025): 305–17. https://doi.org/10.37253/iallteach.v7i1.10400.

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Recently, considerable debate has emerged regarding the assessment of students’ speaking performance, particularly due to the influence of cultural and subjective factors that shape lecturers’ approaches to constructing speaking assessments. These ongoing discussions highlight the need for heightened awareness among educators about the complexities involved in evaluating oral proficiency. The primary aim of this paper is to propose a method for designing speaking assessments that are specifically tailored to the Indonesian higher education context. In doing so, the paper emphasizes the importa

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Cipriano, Christina, Tia N. Barnes, Michelle C. Bertoli, and Susan E. Rivers. "Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders." Emotional and Behavioural Difficulties 23, no. 4 (2018): 343–60. http://dx.doi.org/10.1080/13632752.2018.1461454.

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Floman, James L., Carolin Hagelskamp, Marc A. Brackett, and Susan E. Rivers. "Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality." Journal of Psychoeducational Assessment 35, no. 3 (2016): 291–301. http://dx.doi.org/10.1177/0734282916629595.

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Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in social psychology research on emotion and judgment, propose that state emotion may constitute a source of psychological bias in raters’ classroom observations. In two studies, employing independent sets of raters and approximately 5,000 videotaped fif

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Rishel, Carrie W., Jiyoung K. Tabone, Helen P. Hartnett, and Kathy F. Szafran. "Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children." Children & Schools 41, no. 4 (2019): 239–48. http://dx.doi.org/10.1093/cs/cdz017.

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Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the eff

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임혜성. "증거기반 코칭모델과 한국 유아교사교육에 주는 함의 : Classroom Assessment Scoring System을 중심으로". EARLY CHILDHOOD EDUCATION & CARE 14, № 1 (2019): 149–76. http://dx.doi.org/10.16978/ecec.2019.14.1.006.

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Pakarinen, Eija, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, et al. "A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens." Early Education & Development 21, no. 1 (2010): 95–124. http://dx.doi.org/10.1080/10409280902858764.

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Ryu, Suna. "Science Teachers' Perception of Automated Scoring Scientific Argumentation in a Classroom." Brain, Digital, & Learning 14, no. 4 (2024): 559–75. https://doi.org/10.31216/bdl.20240032.

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This study examines science teachers' perceptions of automated scoring systems (AS) in teaching scientific reasoning in the classroom. Using a combination of diffusion theory and digital assessment literacy as an analytical framework, focus group interviews were conducted to explore teachers' attitudes, understandings, and challenges with AS. Findings suggest that teachers primarily used AS as a supplemental tool rather than a primary assessment method, relying on its insights as an additional reference throughout the course. Teachers found that understanding the concepts underlying machine le

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Lemay, Lise, Paul Hayotte, Julie Lemire, et al. "Validation of the French version of the classroom assessment scoring system infant and toddler in Quebec." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (2024): 247–61. https://doi.org/10.11591/ijere.v13i1.25305.

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The objective of this study is to validate the French version of the Classroom Assessment Scoring System (CLASS) infant and toddler, as employed to assess the quality of interactions in groups of children under 3 years old, in childcare centers in Quebec where French is the official language. Indeed, when using a different language version of a standard-based tool outside its original context, an important step is to verify that it remains reliable and valid for measuring the research construct. This validation study was conducted in Montreal area (Quebec, Canada). The subjects were 154 classr

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Sandilos, Lia E., James C. DiPerna, and The Family Life Project Key Investi. "Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K–3)." Early Education and Development 25, no. 6 (2014): 894–914. http://dx.doi.org/10.1080/10409289.2014.883588.

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Lemay, Lise, Paul Hayotte, Julie Lemire, et al. "Validation of the French version of the classroom assessment scoring system infant and toddler in Quebec." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (2024): 247. http://dx.doi.org/10.11591/ijere.v13i1.25305.

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<span lang="EN-US">The objective of this study is to validate the French version of the Classroom Assessment Scoring System (CLASS) infant and toddler, as employed to assess the quality of interactions in groups of children under 3 years old, in childcare centers in Quebec where French is the official language. Indeed, when using a different language version of a standard-based tool outside its original context, an important step is to verify that it remains reliable and valid for measuring the research construct. This validation study was conducted in Montreal area (Quebec, Canada). The

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Kim, Helyn, Claire E. Cameron, Cara A. Kelly, Hall West, Andrew J. Mashburn, and David W. Grissmer. "Using an Individualized Observational Measure to Understand Children’s Interactions in Underserved Kindergarten Classrooms." Journal of Psychoeducational Assessment 37, no. 8 (2018): 935–56. http://dx.doi.org/10.1177/0734282918819579.

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This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children’s observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children ( N = 117; mean age = 5.53 years) in 11 classrooms in four schools from a low-income community. We had three aims: (a) examine the inCLASS’ applicability in this new sample, (b) examine associations with teacher reports of children’s social skills and learning behavior

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Anane, Eric, and Jephtar Adu-Mensah. "Teachers Scoring and Grading of Students’ Responses to Tasks: The Ghanaian Basic School Experience." Academic Journal of Interdisciplinary Studies 8, no. 1 (2019): 87–94. http://dx.doi.org/10.2478/ajis-2019-0009.

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Abstract This paper explored the scoring and grading practices of teachers in basic schools. The study sought to understand the various factors teachers take into account when scoring students’ responses to tasks in the classroom. The stratified sampling procedure was used to select 278 primary and junior high school teachers from whom data were collected for the study. In the descriptive analysis, the results revealed that teachers considered students’ behaviour such as punctuality, interest in subject and neatness of work presented, and number of questions attempted by a student, and awarded

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López, Alexis A., and Gabriel Cote Parra. "Foreign Language Teachers’ Perceptions of the Use of a Generative AI Application in Designing Reading Classroom Assessments." Lenguaje 53, no. 1S (2025): e20214386. https://doi.org/10.25100/lenguaje.v53i1s.14386.

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Artificial intelligence (AI) has become an essential part of language assessment. AI tools are used for automated item generation, scoring, and feedback, improving the development, administration, and interpretation of large-scale language assessments. This study examines the use of an AI tool, ChatGPT, in classroom assessment and proposes a way for teachers to use the tool to simplify the language complexity of written texts (i.e., reading passage) and generate comprehension questions for basic English level (A1-A2). Seven English as a foreign language (EFL) teachers currently teaching basic

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Hellman, Shawn. "Distant Service Learning in First-Year Composition: A Grant Writing Unit." Teaching English in the Two-Year College 28, no. 1 (2000): 11–20. http://dx.doi.org/10.58680/tetyc20001917.

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Describes a “distant service learning” unit in a first-year composition course in which students wrote for a nonprofit organization in the classroom. Discusses program activities in relation to the first-year composition curriculum, program activities and the nonprofit organization, classroom implementation and assessment (including scoring guide criteria), and assessing student impact and impact on the nonprofit organization.

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Ahn, Hyunsoo. "Research Trend Analysis focused on the assessment of Korean Language through Topic Modeling and Network Analysis." Korean Society of Bilingualism 92 (June 30, 2023): 121–55. https://doi.org/10.17296/korbil.2023..92.121.

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This study analyzed research trends in the assessment of Korean language over the past 20 years using 354 pieces of research through LDA-based topic modeling technique and network analysis. A total of 754 keywords were extracted from 354 academic journals published between 2002 and 2022. As the result of the analysis, the keywords were categorized into six topics: assessment items, assessment for academic purpose, scoring methods, classroom based assessment, pragmatic competence, and assessments for other purpose. First, the analysis of the vocabulary frequency revealed that top-frequency word

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Ng, Ee Lynn, Rebecca Bull, Alfredo Bautista, and Kenneth Poon. "A Bifactor Model of the Classroom Assessment Scoring System in Preschool and Early Intervention Classrooms in Singapore." International Journal of Early Childhood 53, no. 2 (2021): 197–218. http://dx.doi.org/10.1007/s13158-021-00292-w.

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Fathan Ghotafani, Rama Dwika Herdiawan, and Eva Fitriani Syarifah. "Learning Assessment in Kurikulum Merdeka: Practice and Challanges in EFL Classroom." Papanda Journal of English Education 2, no. 2 (2023): 48–54. https://doi.org/10.56916/pjee.v2i2.879.

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Assessment is considered important for improving students’ performance and contributing to better teaching and more efficient learning. This research aims to explore how EFL teacher implement the learning assessment in the class, and the challenges faced by teacher in conducting the assessment. Thus, this research was conducted at one of vocational schools in Majalengka. This research employs a narrative inquiry as the research design. This research use observation, document analysis and interview as the data collection method. The observation was conducted two times at eleventh-grade class an

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Tang, Xiaowei, Janet Coffey, and Daniel M. Levin. "Reconsidering the Use of Scoring Rubrics in Biology Instruction." American Biology Teacher 77, no. 9 (2015): 669–75. http://dx.doi.org/10.1525/abt.2015.77.9.4.

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Scoring rubrics are widely employed across content areas and grade levels, including in high school biology classes. Besides regular external use within accountability systems, educators also have advanced their instructional use inside classrooms. In recent years, a consensus appears to be emerging in the educational literature that instructional use of rubrics is beneficial for student learning, and numerous examples in the research and practitioner literature establish their importance in teachers’ planning, instruction, and assessment. We examine this assumption through close analysis of s

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Block, Elizabeth, Mary Breaud, Shelby Cavalier, Lauren Guidry, Tiffany Papa, and Mistie Perry. "Pre-Kindergarten Teachers’ Understanding and Perceptions of the Classroom Assessment Scoring System (CLASS)." Creative Education 10, no. 09 (2019): 1988–98. http://dx.doi.org/10.4236/ce.2019.109145.

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Othman, Normah binti. "The Primary Trait Scoring Method for Classroom-Based Assessment of Students’ Direct Writing." International Journal of Learning and Development 4, no. 3 (2014): 51. http://dx.doi.org/10.5296/ijld.v4i3.6063.

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Kang, Shinjo, Jung Park, Cheong Park, and Namjeong Baeck. "Development and Application of a GPT-based Automated Scoring Service for Constructed-Response Assessments in Elementary School." Korean Society for Educational Evaluation 38, no. 2 (2025): 385–413. https://doi.org/10.31158/jeev.2025.38.2.385.

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This study aimed to develop an AI-based automated scoring service to reduce the grading burden of descriptive assessments in elementary schools and to improve evaluation reliability. To this end, a customized GPT model was constructed using descriptive assessment items for 5th-grade Korean language education developed by the Korea Institute for Curriculum and Evaluation (KICE). The automated scoring service was designed to integrate seamlessly with the Google Workspace platform for practical classroom use. To verify the performance of the developed service, 101 student responses were evaluated

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Kirk, Gillian, Marianne Knaus, and Shane Rogers. "An Appraisal of the CLASS Instrument as an Observational Measurement Tool for Evaluation of Student and Teacher Interactions in Western Australian Classrooms." Australian Journal of Teacher Education 47, no. 6 (2022): 85–104. http://dx.doi.org/10.14221/ajte.2022v47n6.6.

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The National Quality Framework is used across Australia to drive quality improvement in early childhood settings. Unique to Western Australia, the National Quality Standard is also used in schools to improve quality in classrooms up to Year two (seven to eight years). However, the literature suggests the National Quality Standard is too broad with an emphasis on quantifiable program features (structural quality). As the Classroom Assessment Scoring System (CLASS™) instrument was designed to measure classroom interactions (process quality), the purpose of this current study was to examine its e

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Yasmeen, Dr Tahira, Dr Asifa Younas, Sana Khan, and Dr Tahira Batool. "Classroom quality in Terms of Emotional Support, Classroom Organization, and Instructional Support at Early Childhood Education Level. An Observational Study." Research Journal for Social Affairs 3, no. 4 (2025): 155–60. https://doi.org/10.71317/rjsa.003.04.0271.

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This study investigates the comparative structural and process quality of classrooms in public and private early childhood education (ECE) settings using the Classroom Assessment Scoring System (CLASS). Despite the assumed advantages of private schools in terms of structural resources, the study identifies key variations in emotional support, teacher sensitivity, and productivity between the two sectors. The primary objectives were to evaluate classroom quality in both sectors, examine the impact of teacher self-efficacy on classroom dynamics, and explore differences in emotional support, clas

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Van de Riet, Elyse, and Pauline Slot. "Structural, Process and Curriculum Quality of Day Care and Preschool Provisions in the Netherlands." Nauki o Wychowaniu. Studia Interdyscyplinarne 5, no. 2 (2017): 155–75. http://dx.doi.org/10.18778/2450-4491.05.10.

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The presented study investigated the structural, process and curriculum quality in Dutch Early Childhood Education and Care (ECEC) system. Teachers (N = 46) completed a structured questionnaire about the teacher, classroom and center characteristics. Furthermore, the Classroom Assessment Scoring System (CLASS) Toddler was used to measure the process quality in 28 Dutch day care and preschool provisions considered to be good practices. Results regarding structural quality revealed small significant differences between day care and preschool provisions for teacher’s educational level, children-t

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Karuppiah, Nirmala. "Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms." Journal of Childhood, Education & Society 2, no. 1 (2021): 58–68. http://dx.doi.org/10.37291/2717638x.20212187.

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This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support

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Uglanova, Irina, Sergei Tarasov, Svetlana Churbanova, and Ekaterina Orel. "Computer-Based Creative Thinking Assessment of Schoolchildren without Expert Involvement." Психология. Журнал Высшей школы экономики 22, no. 2 (2025): 339–61. https://doi.org/10.17323/1813-8918-2025-2-339-361.

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The importance of creative thinking was highlighted in the modern world by including it into the lists of 21st century skills and educational objectives of the national curricula. In order to make creativity assessment more widespread in schools and educational research, it is necessary to diminish the resource-intensity of the assessment for both educators and students. In modern psychometrics, automatic scoring of product outcomes is one of the urgent questions of creativity assessment. Automatic scoring increases the potential of scaling up since it does not depend on working hours of human

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Ayubi, Shalehuddin Al, Dian Erlina, and Deta Desvitasari. "English Teachers’ Perception on the Use of Authentic Assessment in EFL Classroom at MA Al-Fatah Palembang." Jadila: Journal of Development and Innovation in Language and Literature Education 2, no. 1 (2021): 73–87. http://dx.doi.org/10.52690/jadila.v2i1.185.

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The aims of the study is aimed to find out English teacher’s perception on the use of authentic assessment and it’s difficulties in EFL classroom. The approach of this study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The participant of this study two of the English teachers of MA Al-Fatah Palembang. The data were collected through interview. The results of this study showed that the use of authentic assessment in EFL classroom at MA Al-Fatah Palembang is very helpful by the teachers in learning process. This research findin

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Mardjuki, Moch Said. "English Teachers’ Perception on the Use of Authentic Assessment in 2013 Curriculum." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, no. 2 (2018): 151. http://dx.doi.org/10.21093/ijeltal.v2i2.95.

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Authentic assessment in 2013 Curriculum leads the students to be autonomous learner and become higher order thinking. However, the English teachers prefer to use non-authentic than authentic assessment. This study seeks to find out how English teachers use the authentic assessment in the classroom and the barriers and the way the English teachers solve the problems in conducting authentic assessment. Interview was used to find out of five postgraduate English education students at a university in Bandung used authentic assessment in the classroom. Authentic assessment can encourage the English

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Inayah, Nurul, Endang Komariah, and Abdin Nasir. "The practice of authentic assessment in an EFL speaking classroom." Studies in English Language and Education 6, no. 1 (2019): 152–62. http://dx.doi.org/10.24815/siele.v6i1.13069.

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The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom

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Anam, Syafi’ul, and Nanin Verina Widya Putri. "HOW LITERATE AM I ABOUT ASSESSMENT: EVIDENCE FROM INDONESIAN EFL PRE-SERVICE AND IN-SERVICE TEACHERS." English Review: Journal of English Education 9, no. 2 (2021): 377–88. http://dx.doi.org/10.25134/erjee.v9i2.4374.

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Language Assessment Literacy (LAL) for teachers is a pivotal content area which teachers must have for their prefessional development. Despite increasing interest in language assessment, research focusing on LAL of pre-service and in-service teachers, especially in Indonesian EFL context, has yet to receive due attention. Nevertheless, understanding pre-service and in-service teachers’ literacy of classroom assessment is essential for the quality of classroom assessment practice, hence the improvement of language learning and teaching. This study aimed to investigate Indonesian EFL pre-service

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Saputri, Lenggahing Asri Dwi Eko. "Using Authentic Assessment to Measure Basic English Speaking Skill of Students Majoring in Japanese Study." KIRYOKU 5, no. 1 (2021): 130–35. http://dx.doi.org/10.14710/kiryoku.v5i1.130-135.

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This study aims at describing the implementation of authentic assessment to measure Basic English speaking skill of students majoring in Japanese study. The description consists of three parts, namely designing the authentic assessment, implementing the authentic assessment and scoring students’ speaking skill. This study applies qualitative descriptive method. The data was collected through class observation. The result of the study revealed that authentic assessment was considered as the most effective way in assessing students’ performance in the classroom as its ability to assess the whole

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Westergård, Elsa, Sigrun K. Ertesvåg, and Frank Rafaelsen. "A Preliminary Validity of the Classroom Assessment Scoring System in Norwegian Lower-Secondary Schools." Scandinavian Journal of Educational Research 63, no. 4 (2018): 566–84. http://dx.doi.org/10.1080/00313831.2017.1415964.

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Li, Hongli, Jingxuan Liu, and Charles Vincent Hunter. "A Meta-Analysis of the Factor Structure of the Classroom Assessment Scoring System (CLASS)." Journal of Experimental Education 88, no. 2 (2019): 265–87. http://dx.doi.org/10.1080/00220973.2018.1551184.

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Stuck, Andrea, Gisela Kammermeyer, and Susanna Roux. "The reliability and structure of the Classroom Assessment Scoring System in German pre-schools." European Early Childhood Education Research Journal 24, no. 6 (2016): 873–94. http://dx.doi.org/10.1080/1350293x.2016.1239324.

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Hu, Bi Ying, Xitao Fan, Chuanhua Gu, and Ning Yang. "Applicability of the Classroom Assessment Scoring System in Chinese Preschools Based on Psychometric Evidence." Early Education and Development 27, no. 5 (2016): 714–34. http://dx.doi.org/10.1080/10409289.2016.1113069.

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Mojumdar, Projnya. "Valid and Fair ESL Writing Assessment: A Framework Separating Rhetorical Style from Language Skill." Asian Journal of Social and Humanities 3, no. 9 (2025): 1522–36. https://doi.org/10.59888/ajosh.v3i9.553.

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This study identifies systematic "literacy variation gaps" in English as a Second Language (ESL) assessment frameworks that privilege Western rhetorical traditions while penalizing legitimate alternatives. Analysis of scoring criteria from major frameworks (TOEFL iBT, IELTS, classroom assessments) across five dimensions revealed construct-irrelevant variance stemming from rhetorical bias. Empirical evidence from prior research highlights the problem's significance. To address this, the paper introduces the Critical Extension Framework (CEF), a theoretical model designed for systematic operatio

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Kelly, A., L. C. Maia, R. R. Luiz, R. B. C. Vianna, L. E. L. P. Quintanilha, and A. G. Antonio. "Reliability Assessment of a Plaque Scoring Index Using Photographs." Methods of Information in Medicine 47, no. 05 (2008): 443–47. http://dx.doi.org/10.3414/me0523.

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Summary Objectives: The need to evaluate the reliability of a clinical index before using it as a research tool is clearly recognized. Therefore the aim of this study was to evaluate whether a new calibration method by means of photographs would be useful for assessing the examiners’ reliability in the interpretation of a plaque index. Methods: Nine children were randomly recruited from a public school in Rio de Janeiro, Brazil. Two trained examiners evaluated these children for dental plaque, in a classroom environment, in order to record plaque scores. The children’s teeth were dyed and colo

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Opoku, Antwiwaa, George Brains Budu, Judith Kafui Kemetse, Kwaku Darko Amponsah, and Phyllis Bernice Kwarteng Donkor. "Pre-Service Teachers' Perceptions on Biology Classroom Environment and their Attitudes towards the Subject in Ghana." Cradle of Knowledge: African Journal of Educational and Social Science Research (The) 11, no. 3 (2023): 181–90. http://dx.doi.org/10.4314/ajessr.v11i3.10.

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The purpose of this study was to find out how pre-service teachers felt about their biology classroom environment and how they felt about biology. Two hundred and six (260) aspiring teachers from several Ghanaian science colleges of education took part in the study. The Attitude towards Biology Scale and the Biology Classroom Environment Scale were used to collect data. The study technique utilised to gather data is called a cross-sectional design. The data were analysed using means, independent samples t-tests, and one-way ANOVA across groups. The findings showed that pre-service teachers had

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Ningsih, Sri Kusuma, and Herri Mulyono. "Digital Assessment Resources in Primary and Secondary School Classrooms: Teachers’ Use and Perceptions." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 08 (2019): 167. http://dx.doi.org/10.3991/ijim.v13i08.10730.

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<p>This short article reports on teachers’ use and perception of digital assessment recourses in primary school classroom. A total of eighteen primary school teachers participated in the study where they were asked to experience of using Kahoot and ZipGrade as digital assessment resources. Self-reflection survey was distributed to the teacher participants to capture their attitude and perception about the two applications. Findings revealed that teachers were positive towards the application of two assessment technology in classroom practice. The findings highlighted some factors that en

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Horbach, Andrea, Ronja Laarmann-Quante, Lucas Liebenow, et al. "Bringing Automatic Scoring into the Classroom – Measuring the Impact of Automated Analytic Feedback on Student Writing Performance." Linköping Electronic Conference Proceedings, no. 190 (December 2, 2022): 72–83. https://doi.org/10.5281/zenodo.12779118.

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While many methods for automatically scoring student writings have been proposed, few studies have inquired whether such scores constitute effective feedback improving learners’ writing quality. In this paper, we use an EFL email dataset annotated according to five analytic assessment criteria to train a classifier for each criterion, reaching human-machine agreement values (kappa) between .35 and .87. We then perform an intervention study with 112 lower secondary students in which participants in the feedback condition received stepwise automatic feedback for each criterion while studen

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Allen, Joseph, Anne Gregory, Amori Mikami, Janetta Lun, Bridget Hamre, and Robert Pianta. "Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary." School Psychology Review 42, no. 1 (2013): 76–98. http://dx.doi.org/10.1080/02796015.2013.12087492.

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