The Classroom Assessment SIG is excited to offer an award for emerging scholars in the field. The annual Emerging Scholar Award in Classroom Assessment recognizes one graduate student or early career researcher (within 3 years of award of PhD) who is making important scholarly contributions to classroom assessment and who holds significant promise for becoming a future leader in the field. Through this award, the Classroom Assessment SIG aims to support outstanding scholarship among doctoral students and recent graduates. To be considered for the award, applicants must have presented a paper on the Classroom Assessment SIG annual meeting program within the past 3 years (including the year in which the award is offered).

The following criteria is used to evaluate all submissions:

• Significance of the contribution to the field of classroom assessment
• Rigor of scholarly methods and approach
• Effective communication and dissemination strategies
• Promise as a future leader

2024
Clarissa Deverel-Rico, BSCS Science Learning, Colorado Springs, CO, United States
Sanford Student, University of Delaware, Newark, DE, United States
Amy Burkhardt, Cambium Assessment, Washington, DC, United States
Furtak, E. M., Deverel-Rico C., Student S.R., & Burkhardt, A. (2023, April 15).  How Can Crosscutting Concepts Organize Formative Assessments Across Science Classrooms? Results of a Video Study. [Paper presentation]. American Educational Research Association (AERA) Conference 2023, Chicago, IL. 

2021
Carla Evans, Center for Assessment, Dover, NH, United States

 2020
Amir Rasooli, Queens University, Kingston, Ontario, Canada