Classroom Assessment Standards

In 2015, the Joint Committee on Standards for Education Evaluation (JCSEE) published the Classroom Assessment Standards.

Visit JCSEE for more information.

What the Classroom Assessment Standards offer:
  • Range of research-based practice from formative to summative assessment targeting K-12 teaching and learning
  • Clarity and definition of assessment practice
  • Guidance for classroom teachers, professional developers, and administrators
What the Classroom Assessment Standards avoid:
  • Confusion with local, state and federal standardized testing and accountability measures
  • Any assessment beyond control of the classroom teacher
  • Separation of assessment from instruction

There are 16 standards organized into three broad domains: Foundations, Use, and Quality. Each standard is accompanied by an explanation of the standard, and a set of guidelines written to support implementation. Purchase the Classroom Assessment Standards.

A digital ITEMS module has been developed to review the Classroom Assessment Standards. The module contains audio-narrated slides, reflection questions, and a set of resources to support application of the Classroom Assessment Standards to classroom assessments within teams of teachers and/or curriculum and assessment developers. More information is available here.

  1. Assessment Purpose: Classroom assessment practices should have a clear purpose that supports teaching and learning.
  2. Learning Expectations: Learning expectations should form the foundation for aligning classroom assessment practices with appropriate instruction and learning opportunities for each student.
  3. Assessment Design: The types and methods of classroom assessment used should clearly allow students to demonstrate their learning.
  4. Student Engagement in Assessment: Students should be meaningfully engaged in the assessment process and use of the assessment evidence to enhance their learning.
  5. Assessment Preparation: Adequate teacher and student preparation in terms of resources, time, and learning opportunities should be part of classroom assessment practices.
  6. Informed Students and Parents/Guardians: The purposes and uses of classroom assessment should be communicated to students and, when appropriate, parents/guardians.

  1. Analysis of Student Performance: The methods for analyzing evidence of student learning should be appropriate for the assessment purpose and practice.
  2. Effective Feedback: Classroom assessment practices should provide timely and useful feedback to improve student learning.
  3. Instructional Follow-Up: Analysis of student performance should inform instructional planning and next steps to support ongoing student learning.
  4. Grades and Summary Comments: Summative grades and comments should reflect student achievement of the learning expectations.
  5. Reporting: Assessment reports should be based on a sufficient body of evidence and provide a summary of a student’s learning in a clear, timely, accurate, and useful manner.

  1. Cultural and Linguistic Diversity: Classroom assessment practices should be responsive to and respectful of the cultural and linguistic diversity of students and their communities.
  2. Exceptionality and Special Education: Classroom assessment practices should be appropriately differentiated to meet the specific educational needs of all students.
  3. Unbiased and Fair Assessment: Classroom assessment practices and subsequent decisions should be free from all factors unrelated to the intended purposes of the assessment.
  4. Reliability and Validity: Classroom assessment practices should provide consistent, dependable, and appropriate information that supports sound interpretations and decisions about each student’s knowledge and skills.
  5. Reflection: Classroom assessment practices should be monitored and revised to improve their overall quality.