Classroom Assessment Standards

Classroom Assessment Standards

Foundations, Use, and Quality

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 at this link:


  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.