Classroom Assessment Committee Mission & Objectives
Composition
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.).
The purpose of the Classroom Assessment Committee is to enhance equitable and high-quality practice of classroom assessment, to spur and communicate classroom assessment scholarship beyond the NCME membership by promoting classroom assessment research and practice, and to enhance the visibility and awareness of classroom assessment among the NCME membership.
Duties
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. Specific responsibilities include:
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).