Relevant bibliographies by topics / Classroom assessment scoring

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom assessment scoring'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Classroom assessment scoring"

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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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Dissertations / Theses on the topic "Classroom assessment scoring"

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Doe, Christine. "VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING." Thesis, 2013. http://hdl.handle.net/1974/7995.

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Large-scale assessments are increasingly being used for more than one purpose, such as admissions, placement, and diagnostic decision-making, with each additional use requiring validation regardless of previous studies investigating other purposes. Despite this increased multiplicity of test use, there is limited validation research on adding diagnostic purposes—with the intention of directly benefiting teaching and learning—to existing large-scale assessments designed for high-stakes decision-making. A challenge with validating diagnostic purposes is to adequately balance investigations into
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Books on the topic "Classroom assessment scoring"

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Hamre, Bridget K. Classroom assessment scoring system (CLASS) manual, infant. Paul H. Brookes Publishing Co., Inc., 2014.

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Paro, Karen M. La. Classroom assessment scoring system (CLASS) manual, toddler. Paul H. Brookes Publishing Co., 2012.

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M, La Paro Karen, and Hamre Bridget K, eds. Classroom assessment scoring system (CLASS) manual, pre-K, Spanish. Paul H. Brookes Pub. Co., 2012.

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Marzano, Robert J. Analyzing two assumptions underlying the scoring of classroom assessments. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Classroom Assessment Scoring System. Brookes Publishing, 2012.

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Robert, Pianta Ph D., and La Paro, Ph.D., Karen. Classroom Assessment Scoring System (CLASS ) Dimensions Overview. Brookes Publishing, 2009.

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LLC, Teachstone Training. Classroom Assessment Scoring System® Dimensions Guide, Infant. Brookes Publishing, 2014.

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LLC, Teachstone Training. Classroom Assessment Scoring System™ Dimensions Guide, Pre-K. Brookes Publishing, 2011.

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Training, LLC Teachstone. Classroom Assessment Scoring System (CLASS0 Guia de Las Dimensiones, Toddler. Brookes Publishing, 2013.

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Classroom Assessment Scoring System (Class) Manual, K-3 (Vital Statistics). Paul H Brookes Pub Co, 2007.

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Book chapters on the topic "Classroom assessment scoring"

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Link, Stephanie, and Svetlana Koltovskaia. "Automated Scoring of Writing." In Digital Writing Technologies in Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36033-6_21.

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AbstractFor decades, automated essay scoring (AES) has operated behind the scenes of major standardized writing assessments to provide summative scores of students’ writing proficiency (Dikli in J Technol Learn Assess 5(1), 2006). Today, AES systems are increasingly used in low-stakes assessment contexts and as a component of instructional tools in writing classrooms. Despite substantial debate regarding their use, including concerns about writing construct representation (Condon in Assess Writ 18:100–108, 2013; Deane in Assess Writ 18:7–24, 2013), AES has attracted the attention of school adm
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Dalail, Rubiah, Yuen Fook Chan, and Gurnam Kaur Sidhu. "Standard-Based Performance Assessment’s Scoring Practice in Primary Schools." In Assessment for Learning Within and Beyond the Classroom. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_26.

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Leber, Anja, Gisela Kammermeyer, and Susanna Roux. "Sicherung der Qualität von Beobachtungen der ErzieherIn-Kind-Interaktion mit dem Classroom Assessment Scoring System." In Evidenzbasierte Überprüfung von Sprachförderkonzepten im Elementarbereich. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-26438-3_5.

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White, Lauren, Jaylin Nesbitt, Heather Roeters-Solano, Sarah Quesen, Sue Lottridge, and Karen Lochbaum. "Antiracist Approaches to Scoring Large-Scale Assessments." In Culturally Responsive Assessment in Classrooms and Large-Scale Contexts. Routledge, 2025. https://doi.org/10.4324/9781003392217-14.

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Parkes, Jay, and Dawn Zimmaro. "Scoring Essay Tests, Papers, or Assignments." In The College Classroom Assessment Compendium. Routledge, 2017. http://dx.doi.org/10.4324/9781315283852-54.

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Wesolowski, Brian C., and Phillip Payne. "Developing Learning Outcomes, Assessment Tasks, and Scoring Devices." In Developing and Applying Assessments in the Music Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9780429202308-4.

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He, Peng, Namsoo Shin, Xiaoming Zhai, and Joseph Krajcik. "A Design Framework for Integrating Artificial Intelligence to Support Teachers’ Timely Use of Knowledge-in-Use Assessments." In Uses of Artificial Intelligence in STEM Education. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198882077.003.0016.

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Abstract Artificial intelligence (AI) technologies, including machine learning and data mining, have been extensively adopted to automate scoring of student responses to performance-based assessment tasks in classrooms, subsequently generating informative assessment reports. Although the innovative potential of these technologies is widely acknowledged, teachers often find it challenging to utilize these assessment data for instructional decisions. This is particularly evident when the data are sourced from assessments aligned with the Next Generation Science Standards in classroom environment
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Palermo, Corey, and Margareta Maria Thomson. "Classroom Applications of Automated Writing Evaluation." In Educational Technology and the New World of Persistent Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6361-7.ch008.

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The majority of United States students demonstrate only partial mastery of the knowledge and skills necessary for proficient writing. Researchers have called for increased classroom-based formative writing assessment to provide students with regular feedback about their writing performance and to support the development of writing skills. Automated writing evaluation (AWE) is a type of assessment for learning (AfL) that combines automated essay scoring (AES) and automated feedback with the goal of supporting improvements in students' writing performance. The current chapter first describes AES
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LaPlante, Rebecca. "Assessing Language in an E-Learning Environment." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6986-2.ch012.

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The aim of this chapter is to help guide language instructors with assessment strategies for online courses. The chapter is based on the theoretical background of constructivism and principles for distance learning. Assessment strategies for both formative and summative assessments include tools for implementing discussion boards, wikis, e-portfolios, integrated skills assessment, synchronous and asynchronous communication, and scoring tools. This guided chapter is appropriate for instructors with little to no experience in online testing, or for the more experienced with topics including scen
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Wildgruber, Andreas, Claudia Wirts, and Monika Wertfein. "Interaktionsqualität in Kindertageseinrichtungen in Deutschland – Forschung mit dem „Classroom Assessment Scoring System“." In Kinderrechte in pädagogischen Beziehungen. Verlag Barbara Budrich, 2014. http://dx.doi.org/10.2307/j.ctvdf0d53.16.

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Conference papers on the topic "Classroom assessment scoring"

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Mendelovits, Juliette, and Judy Nixon. "ACER models of writing: Changing the assessment mindset." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-4.

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This presentation outlines different models of writing assessment that have a proven track record in various programs delivered by ACER. These models include holistic scoring, and partial analytical scoring on a number of criteria. The writing prompts for these models assume extended pieces of writing. The presentation will also introduce a new and alternative model of writing assessment that ACER has implemented in several large-scale assessments. This model is built on shorter pieces of writing from each student, designed to give more accurate and diverse insights into students’ proficiency
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Logan, Jessica. "Classroom Assessment Scoring System (CLASS): Separating the Signal From the Noise." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1582903.

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Fang, Ming, Qi Liu, Yunpeng Zhou, Xinning Du, Qiwen Liang, and Shuhua Liu. "A Teacher Classroom Dress Assessment Method Based on a New Assessment Dataset." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/802.

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Proper attire is a professional requirement for teachers and teachers' dress influence students' perceptions of teacher quality. Therefore, evaluating teacher attire can better regulate and improve the teacher’s dress. However, the lack of a dataset on teacher attire hinders the development of this field. For this purpose, this paper constructs a Teachers' Classroom Dress Assessment (TCDA) dataset. To our knowledge, it is the first dataset focused on teacher attire. This dataset is entirely from the classroom environment, covering 25 teacher attributes, with a total of 11879 teacher dress samp
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Hanan, Precilia. "The Latent Profiles Emerging From the Individualized Classroom Assessment Scoring System: A Cultural Perspective." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1688595.

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Löber, Sarah, Björn Rudzewitz, Daniela Verratti Souto, Luisa Ribeiro-Flucht, and Xiaobin Chen. "Developing a Web-Based Intelligent Language Assessment Platform Powered by Natural Language Processing Technologies." In 13th Workshop on Natural Language Processing for Computer Assisted Language Learning. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp211010.

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We introduce System, an intelligent language assessment platform and reusable module that streamlines the creation, administration and scoring of language proficiency tests supported by Natural Language Processing (NLP) technologies. As a first implementation, we realized an automatic pipeline for the Elicited Imitation Test (EIT), a popular test format that has been widely adopted in language learning research for general proficiency and formative assessments. The platform can be extended to other test formats and assessment types. System is a valuable tool for standardizing data collection i
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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." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190008.

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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 students in
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Lachapelle, Julie. "Individualized Classroom Assessment Scoring System (inCLASS) Factorial Validity: What It Entails for Research Conducted in Quebec on Child Engagement." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2005747.

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Buhai, Ilenuta, and Paula Leanca. "USING MOODLE RESOURCES IN TEACHING, LEARNING AND ASSESSMENT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-189.

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Moodle offers a wide range of opportunities for the organization of the teaching-learning-assessment using the virtual environment. To illustrate the teaching-learning, the paper presents a method that uses "Flipped Classroom". Strengthening the knowledge acquired is exemplified in a theme that can interpret geometric concepts taught, using the software GeoGebra. For evaluation we used online tests and homework, whose resolution is posted by Moodle school students. Moodle resources and activities offered are very helpful for teachers and are attractive to students. Method "Flipped Classroom" I
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Hektner, Joel. "Using the Classroom Assessment Scoring System in a Statewide Evaluation of 21st Century Community Learning Center After-School Programs (Poster 30)." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890690.

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Hektner, Joel. "Using the Classroom Assessment Scoring System in a Statewide Evaluation of 21st Century Community Learning Center After-School Programs (Poster 30)." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1890690.

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Reports on the topic "Classroom assessment scoring"

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/045.

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Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across
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Araujo, María Caridad, Yyannu Cruz-Aguayo, Pedro Carneiro, and Norbert Schady. Teacher Quality and Learning Outcomes in Kindergarten. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011718.

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We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11
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Bassi, Marina, María Mercedes Mateo-Berganza Díaz, and Rae Lesser Blumberg. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011737.

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This paper analyzes gender bias in teaching in low-performing schools in Chile. To carry out the analyses, the authors used videotaped classes for fourth graders and coded 237 tapings. Results show a general (although not uniform) bias in teachers' actions that resulted in less attention to female students. Gender bias had an even greater effect in classrooms where the teachers had worse interactions with students. Results show that less effective teachers (according to the Classroom Assessment Scoring System, or CLASS) show a larger gender bias. Greater gender bias is also correlated with low
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Rubio-Codina, Marta, Julieth Parra, Daniel Jensen, and A. na Mylena Aguilar. Una fotografía sobre la calidad de los centros de atención infantil y el estado del desarrollo infantil en México en niñas y niños menores de tres años: metodología y resultados. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003847.

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Entre 2018 y 2020, en México, se desarrolló un estudio pionero para el diagnóstico de la calidad de los centros de atención infantil públicos que prestan el servicio a niñas y niños menores de 3 años en el país. El diagnóstico, representativo a nivel nacional y de los principales modelos de atención, recogió información de 245 centros, 426 aulas y 2.115 niñas y niños usuarios y sus hogares, con el objetivo de generar evidencia que permitiera identificar intervenciones concretas para promover el desarrollo infantil en los centros. Además de investigar la calidad estructural, el estudio se centr
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Una fotografía sobre la calidad de los centros de atención infantil y el estado del desarrollo infantil en México en niñas y niños menores de tres años. Banco Interamericano de Desarrollo, 2021. http://dx.doi.org/10.18235/0003789.

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Entre 2018 y 2020, en México, se desarrolló un estudio pionero para el diagnóstico de la calidad de la prestación en los centros de atención infantil públicos que atienden a niñas y niños menores de 3 años en el país. El diagnóstico, representativo a nivel nacional de los principales modelos de atención, recogió información de 245 centros, 426 aulas y 2.115 niñas y niños usuarios y sus hogares, con el objetivo de generar evidencia que permitiera identificar intervenciones concretas para promover el desarrollo infantil en los centros. Además de investigar la calidad estructural, el estudio se c
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