Is it just me, or does Beyond Crossroads talk a lot around formative assessment without ever naming it? The section emphasizes using feedback to adjust instruction and support learning - but never actually uses the words formative or summative when that is the heart of what is already included in the original Crossroads standards. It seems like a disconnect to me.
I'd also love to see the Beyond section updated to include newer ideas around alternative grading and authentic assessment. Books like Grading for Equity and Grading for Growth have shifted how we think about assessment as a tool for learning, not just measurement. The Transparent Assignment Template could fit nicely here too-it's such a simple but powerful framework for helping students understand expectations and connect to purpose.
And maybe even a nod to renewable assessments, where student work lives beyond the class-something Beyond Crossroads couldn't have imagined at the time, but that really captures where classroom assessment is heading now.
When I think classroom assessment, I think of formative/summative (which the discussion on formative here in Beyond seems more like a pedagogy section), ways that we can give summative assessments beyond the traditional exam but also in terms of writing more equitable exams, and grading structures...
For overall grading systems and structures: PRIMUS had a special issue with lots of articles called Implementing Mastery Grading in the Undergraduate Mathematics Classroom that may have some research-based perspectives to include. Robert Talbert (math prof) has a great blog and book with the same title: Grading for Growth though I'm not sure how much you'll have to pull from in terms of 'research-based.'
For alternative assessments: McMillan's Classroom Assessment has some great sections, references and resources. I haven't done a lit review on this, but it might be a helpful inclusion for folks who have to teach courses fully online or who are hoping to implement UDL for their assessments.
And for assessments generally: Transparent Assignment Design is a must to me. There's an article on it and a ton of templates out there.
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Kelly Spoon
Associate Professor
San Diego Mesa College
San Diego CA
6193882670
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Original Message:
Sent: 10-01-2025 12:22:17
From: Karen Gaines
Subject: IMPACTful Discussions: New research-based assessment practices
Over the past week, we've shared our own classroom assessment stories and experiences. Now, let's turn to Beyond Crossroads, Chapter 5 – Assessment of Student Learning. For this week, focus on the section on Classroom Assessment (we'll dive into Course and Program Assessment in the coming weeks).
This document offers a strong overview of classroom assessment, but since its publication, new research has expanded our understanding of effective practices. For example, Building Thinking Classrooms in Mathematics explores strategies for what, when and how we assess in the classroom, Collins/Harsy/Hart have advanced ideas around mastery-based assessment, and Webb has provided valuable insights into group assessments.
With these developments in mind:
What additional research-based perspectives or practices do you think should be included in the Classroom Assessment section of Chapter 5?
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Karen Gaines
myAMATYC Online Community Coordinator
Professor Emeritus - St. Louis CC
Kirkwood MO
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