Classroom Assessment

The purposes of the Classroom Assessment Committee are to enhance the equitable and high-quality practice of classroom assessment, to enhance the visibility and awareness of classroom assessment among the NCME membership, and to spur and communicate classroom assessment scholarship beyond the NCME membership by promoting research and practice.

Get Involved
  • Contribute ideas and resources to illuminate high-quality classroom assessment for educators, researchers, policymakers, and others. Please share your insights and/or resources here. And explore the call for papers for a new special issue of EAJ (due December 19). 
  • Recommend webinar speakers to share their knowledge, understanding, and implementation of best practices in classroom assessment. Use this form to nominate yourself or a peer.
  • Contribute to the NCME Classroom Assessment Committee’s purposes and goals. Sign up here.

To volunteer for a committee, send an email to NCME at ncme@ncme.org. A current NCME membership is required.

Find additional Classroom Assessment information and resources below.

Members

Heidi Andrade (cochair)
Britte Haugan Cheng
Bryan Drost (cochair)
Deborah Fabiyi (student member)
Caitlin Fine
Michael Holden
Leslie Keng (Board liaison)
Michael Maksimchuk
Edward Roeber
Dustin Van Orman (past chair)
Duy Pham
Elie Ching-Yen Yu

More about the Classroom Assessment Committee

The committee is composed of eleven members (nine members who serve three-year terms, two graduate student members who serve two-year terms). Past members and interested others collaborate on initiatives on an as needed basis. The Classroom Assessment Committee attempts to achieve balance in diversity in terms of race/ethnicity, gender, and professional roles (i.e., state assessment professional, classroom educator, university faculty/researcher, etc.).

Goal 1: Generate greater emphasis on this topic within NCME, given the importance of classroom assessment for teaching and learning.

  • Objective 1.1 Lead the organization of the biennial classroom assessment conference.
  • Objective 1.2 Increase the number of classroom assessment-focused symposia and papers at the annual NCME meeting.
  • Objective 1.3 Develop a process for having a Classroom Assessment Committee session at the annual NCME conference.
  • Objective 1.4 Increase the participation of practitioners and various stakeholders at the NCME Annual and special Classroom Assessment conferences to spur learning, communication, and collaboration.
  • Objective 1.5 Develop and implement strategies that will increase collaboration and visibility of classroom assessment within the NCME community.

Goal 2: Develop and publish resources that will illuminate the power and purposes of quality classroom assessment practices to support student learning and foster student ownership.

  • Objective 2.1 Host a biennial classroom assessment professional development pre-session at the annual NCME conference.
  • Objective 2.2 Expand online resources, e.g., Formative Assessment for Classroom Teachers, that benefit teaching and learning in the classroom.
  • Objective 2.3 Identify gaps in the Instructional Topics in Educational Measurement modules with respect to classroom assessment and propose new modules/authors.
  • Objective 2.4 Sponsor the creation of a new classroom assessment-focused journal.
  • Objective 2.5 Sponsor special issues in NCME and other measurement journals.
  • Objective 2.6 Establish collaborative partnerships with other organizations and associations that focus on classroom assessment.

Goal 3: Identify and respond to the differential impacts of classroom assessment practices on various stakeholder groups (e.g., students, educators, education leaders, families, and communities).

  • Objective 3.1 Identify classroom assessment needs and leverage points of different stakeholder groups.
  • Objective 3.2 Advocate and provide support for equitable and socially just classroom assessment practices.
  • Objective 3.3 Identify community needs and areas for additional research in classroom assessment.
  • Objective 3.4 Create talking points and materials to support policy/decision makers to learn about classroom assessment.
  • Objective 3.5 Build and support collaborative partnerships and inclusive learning communities that enhance equitable classroom assessment practices (e.g., readings, discussions, blog posts, non-scholarly pubs).

In 2016, the NCME President Mark Wilson initiated a task force focused on classroom assessment. This task force was initially led by Kristen Huff (Curriculum Associates) and Dale Whittington (Shaker Heights City School District). The task force became a permanent NCME Committee in 2020 with the leadership of co-chairs Alison Bailey (University of California, Los Angeles) and Caroline Wylie (Center for Assessment; ETS).

Past Members

Jade Caines Lee (Past Co-Chair), Michele Carney, K. Renae Pullen, James McMillan, Janine Jackson, Debbie Durrence, Caroline Wyle (Past Co-Chair), Alison Bailey (Past Co-Chair), Mark Wilson, Neal Kingston, Heidi Andrade, Susan Brookhart, Kristen Huff (Past Co-Chair), Dale Whittington (Past Co-Chair)

Members of this committee and friends of the committee have voluntarily given their time to engage in the following work in the past years: 

  1. Initiated multiple, high-quality, classroom assessment conferences and webinars (set tag filter to Classroom Assessment Committee).
  2. Provided resources for teachers:
    1. Formative Assessment for Classroom Teachers is a resource curated by Heidi Andrade and Susan Brookhart that provides teachers with formative assessment materials that can be plugged into any curriculum and instruction.
    2. 2020 and 2022 NCME pre-conference professional development with local educators.
  3. Celebrated permanent NCME Committee in 2020 with the leadership of co-chairs Alison Bailey (University of California, Los Angeles) and Caroline Wylie (Center for Assessment; ETS).
  4. Supported the 2020 publication of the edited volume “Classroom Assessment and Educational Measurement,” edited by Susan Brookhart and James McMillan.
  5. Supported special issues in the 2019 Journal of Educational Measurement special issue on classroom assessment, volume 56, issue 4, which published selected papers from the first NCME Classroom Assessment conference