Scholarship
ARTICLES
Brookhart, S. M. (2022). Connecting grading to other assessment practices. La Revue LEeE (Assessment in Education Journal), (6). https://doi.org/10.48325/rleee.006.01
Andrade, H. L., Brookhart, S. M., & Yu, E. C. (2021). Classroom assessment as co-regulated learning: A systematic review. Frontiers in Education. https://doi.org/10.3389/feduc.2021.751168
Andrade, H., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning.
Assessment in Education, 27, 350-372. https://doi.org/10.1080/0969594X.2019.1571992
Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontiers in Education. https://doi.org/10.3389/feduc.2018.00022
Brookhart, S. M. (2017). Formative assessment in teacher education. In D. J. Clandinin & J. Husu (Eds.) International handbook of research on teacher education (pp. 927-943). London: Sage.
Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 68, 803-848. http://dx.doi.org/10.3102/0034654316672069
Brookhart, S. M. (2015). Graded achievement, tested achievement, and validity, Educational Assessment, 20(4), 268-296. http://dx.doi.org/10.1080/10627197.2015.1093928
Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343-368. http://dx.doi.org/10.1080/00131911.2014.929565
Brookhart, S. M. (2013). The public understanding of assessment in educational reform in the United States. Oxford Review of Education, 39, 52-71. http://www.tandfonline.com/doi/abs/10.1080/03054985.2013.764751
Moss, C. M., Brookhart, S. M., & Long, B. A. (2013). Administrators’ roles in helping teachers use formative assessment information. Applied Measurement in Education, 26, 205-218. http://www.tandfonline.com/doi/abs/10.1080/08957347.2013.793186
Brookhart, S. M. (2013). The use of teacher judgment for summative assessment in the United States. Assessment in Education, 20, 69-90. http://www.tandfonline.com/doi/abs/10.1080/0969594X.2012.703170
Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. http://onlinelibrary.wiley.com/doi/10.1111/j.1745-3992.2010.00195.x/abstract
Brookhart, S. M., Moss, C. M., & Long, B. A. (2010). Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education, 17(1), 41-58. http://www.tandfonline.com/doi/abs/10.1080/09695940903565545
Brookhart, S. M., Moss, C. M., & Long, B. A. (2009). Promoting student ownership of learning through high-impact formative assessment practices. Journal of Multi-Disciplinary Evaluation, 6(12), 52-67. Available: http://survey.ate.wmich.edu/jmde/index.php/jmde_1/article/view/234/229
Brookhart, S. M., Walsh, J. M., & Zientarski, W. A. (2006). The dynamics of motivation and effort for classroom assessments in middle school science and social studies. Applied Measurement in Education, 19(2), 151-184. http://www.tandfonline.com/doi/abs/10.1207/s15324818ame1902_5?journalCode=hame20
Brookhart, S. M., Andolina, M., Zuza, M., & Furman, R. (2004). Minute math: an action research study of student self-assessment. Educational Studies in Mathematics, 57, 213-227. https://link.springer.com/article/10.1023/B:EDUC.0000049293.55249.d4
Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice. Teachers College Record, 106, 431-460. https://www.tcrecord.org/content.asp?contentid=11523
Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22, 5-12. http://onlinelibrary.wiley.com/doi/10.1111/j.1745-3992.2003.tb00139.x/abstract
Brookhart, S. M. & Bronowicz, D. L. (2003). “I don’t like writing. It makes my fingers hurt”: Students talk about their classroom assessments. Assessment in Education, 10, 221-242. http://www.tandfonline.com/doi/abs/10.1080/0969594032000121298?journalCode=caie20
Brookhart, S. M. & Durkin, D. T. (2003). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16, 27-54. http://www.tandfonline.com/doi/abs/10.1207/S15324818AME1601_2?journalCode=hame20
Brookhart, S. M. (2001). Successful students’ formative and summative use of assessment information. Assessment in Education, 8, 153-169. http://www.tandfonline.com/doi/abs/10.1080/09695940123775
Brookhart, S. M., & DeVoge, J. G. (1999). Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12, 409-425. http://www.tandfonline.com/doi/abs/10.1207/S15324818AME1204_5
Brookhart, S. M. (1999). Teaching about communicating assessment results and grading. Educational Measurement: Issues and Practice, 18(1), 5-13. http://onlinelibrary.wiley.com/doi/10.1111/j.1745-3992.1999.tb00002.x/abstract
Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10(2), 161-180. http://www.tandfonline.com/doi/abs/10.1207/s15324818ame1002_4
Brookhart, S. M. (1994). Teachers’ grading: Practice and theory. Applied Measurement in Education, 7, 279-301. http://www.tandfonline.com/doi/abs/10.1207/s15324818ame0704_2?journalCode=hame20
Brookhart, S. M. (1993). Teachers’ grading practices: Meaning and values. Journal of Educational Measurement, 30, 123-142. http://onlinelibrary.wiley.com/doi/10.1111/j.1745-3984.1993.tb01070.x/abstract
Brookhart, S. M., and Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60. http://journals.sagepub.com/doi/abs/10.3102/00346543062001037
Classroom Assessment and Educational Measurement
Edited by Susan M. Brookhart and James H. McMillan
Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion.
Educational Assessment of Students
Susan M. Brookhart and Anthony J. Nitko
Educational Assessment of Students is a core text written for a first course in classroom assessment and educational testing. It is particularly suited for courses that seek to teach students (1) how to use and construct formative and summative assessments for classroom teaching and (2) the basics of educational measurement. The book provides complete coverage of educational assessment, including developing plans that integrate teaching and assessment; using formative assessment strategies and providing effective feedback to students; crafting objective, performance, and portfolio assessments; evaluating students and discussing evaluations with parents; and interpreting state-mandated tests and standardized achievement tests.
Using Feedback to Improve Learning
Maria Araceli Ruiz-Primo and Susan M. Brookhart
Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically supported techniques for using feedback as a part of formative assessment in the classroom.
Assessment and Grading in Classrooms
Susan M. Brookhart and Anthony J. Nitko
Assessment and Grading in Classrooms is particularly geared to the needs of classroom teachers, emphasizing sound approaches to gathering both formative and summative information about student achievement of classroom learning targets, interpreting standardized tests for classroom purposes, and using information from multiple sources to help students learn. Clear and concise, this practical book is filled with classroom examples and stories that breathe life into the concepts presented in the text.
Gronlund’s Writing Instructional Objectives, 8th Edition
Norman E. Gronlund and Susan M. Brookhart
A unique and classic text, this essential “how to” text again provides a step-by-step guide to writing instructional objectives as intended learning outcomes. The author describes how to state objectives in terms of the type of performance students must demonstrate in order to show that they have achieved the goals of the instruction–and illustrates his recommended methods with numerous examples. Gronlund’s is a specific procedure for writing objectives–one that can be used to achieve all types of learning outcomes and is especially suited to teaching thinking, performance, and problem-solving skills. The book stresses the important role of objectives in the teaching-learning-assessment process–starting from state content standards–and how objectives can be used to improve student learning. The improvements made to this revision only enhance its usefulness and reputation as the best guide on the market for writing instructional objectives and using them in teaching and assessment.