熊猫视频

The Classroom Assessment SIG presents an annual award to the author(s) of a distinguished paper on classroom assessment. All papers presented to a Classroom Assessment SIG session the previous Annual Meeting, including roundtables, are eligible to be considered for the Distinguished Paper Award (DPA) awarded. To , the first author should send two copies as attachments by email. One copy should include the names and contact information for all authors. The second copy should have all identifying information removed from the title page, the document properties, and any headers, footers or running titles. References made to the authors’ names or institutions should be anonymized if they make authorship easily discernable. Papers should be complete and polished for a competitive selection process!

The following criteria will be used to evaluate each submitted paper:

• Significance of Topic: Paper focuses on an important topic or issue that is relevant to classroom assessment;
• Framework: Theoretical, conceptual or contextual framework is described and supported using current and/or seminal literature pertaining to the topic;
• Methods*: Research design, participants, data collection tools and procedures, data analysis, and strategies to ensure research quality are described and appropriate for the purpose and type of research;
• Results*: Quantitative and/or qualitative findings are presented using formats that are appropriate for the purpose and type of research;
• Discussion: Includes sound interpretation of results, grounded discussion, and warranted conclusions;
• Contribution: Significance of the work is explained along with implications for educational practice, or policy, or research;
• Communication: Paper is clear and coherent overall.

*For theoretical papers, additional consideration will be given to framework and discussion rather than methods and results.

Award Recipients

2026
Liying Cheng, Kristy Timmons, Christopher DeLuca, Nathan Rickey, Yiqin Ji, and Taylor Wormington: Assessment for Learning and Self-Regulated Leading in Early Education: A Cross-Cultural Scoping Review

Honorable Mention: Heng Jiang: Classroom assessment informed reflection approach for teacher professional learning: A case from Singapore.

2025
Erin Marie Furtak, Scott Grapin, and Okhee Lee: Science classroom assessment with a focus on equity and justice: Past, Present and Future

2023
Michael Holden, Nathan Rickey, and Christopher DeLuca: Assessment Innovations: Understanding the "Fundamental Driver" of Teachers' Classroom Practice.

2019
Elena C. Papanastasiou and Agni Stylianou-Georgiou: Modelling Test-Taking Metacognition and Achievement.

2018
Donna Price, Jeffrey Smith, and David Berg: Personalized Feedback and Annotated Exemplars in the Writing Classroom: An Experimental Study in Situ.

Honorable Mentions: 

• Jeanne Sinclair, Eunice Jang, Saskia Still, Gina Park, and Meghan Vincett: Innovative Formative Assessments in Disciplinary Literacy: Perspectives from Teachers and Students.
• Thomas Guskey and Laura Link: Exploring Factors Teachers Consider in Determining Students' Grades.

2017
Christopher DeLuca, Danielle LaPointe-McEwan, and Ulemu Luhanga: Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy.

Honorable Mention: Maria Aracela Ruiz-Primo, Heidi Kroog, Louise Iverson, Ashley Chrzanowski, Chelsey Shade, Jennifer Silverstein, Xueyu Zhao, and Deanna Iceman Sands: Development, Evolution, and Adaptation of Measures of Formative Assessment Practices: Lessons from the Field.

2016
Yuquin Yang, Jan vanAalst, Carol K. Chan, and Wen Tian: Self-Directed Reflective Assessment in Knowledge Building among Low-Achieving Students.

Honorable Mentions:

• Chris Deluca, Don A. Klinger, Jamie S. Pyper, Judy Woods, and Allison E. A. Chapman: Building School District Capacity in Assessment for Learning: A Study on Teacher Learning in Assessment Through an Instructional Rounds Approach.
• Hannah Moshontz, Alison C. Koenka, Carmen E. Sanchez, Kayla M. Atkinson, & Harris Cooper: How Norm-Referenced and Criterion-Referenced Grading Influence Students' Academic Performance Expectations and Motivation.

2015
Lois R. Harris, Gavin T. L. Brown, and Jennifer A. Harnett: Classifying Feedback Using Hattie & Timperley’s Feedback Typology: Examining the Content of New Zealand Students’ Written Peer- and Self-Assessment Comments.

2014
Henry W. Schulz and Beverly A. Fitzpatrick: Formative Assessment as Part of Guided Inquiry to Develop Thinking in Grade 6 Science.

2013
Michael O'Leary, Zita Lysaght, and Larry H. Ludlow: The Development of an Instrument to Measure Teachers' Assessment for Learning Classroom Practices.

2012
Thomas R. Guskey, Gerry M. Swam, and Lee Ann Jung: Parents' and Teachers' Perceptions of Standards-Based and Traditional Report Cards.

2011
Lisa M. Abrams, Angela P. Wetzel, and James H. McMillan: Teachers' Formative Use of Benchmark Testing Data.

2010
Heidi Andrade, Ying Du, and Kristina Mycek: Rubric-Referenced Self-Assessment and Middle School Students' Writing.