CAS Distinguished Paper Award

The Classroom Assessment SIG presents an annual award to the author(s) of a distinguished paper on classroom assessment. All papers presented to a Classroom Assessment SIG session the previous Annual Meeting, including roundtables, are eligible to be considered for the Distinguished Paper Award (DPA) awarded. To submit a paper for consideration, the first author should send two copies as attachments by email. One copy should include the names and contact information for all authors. The second copy should have all identifying information removed from the title page, the document properties, and any headers, footers or running titles. References made to the authors’ names or institutions should be anonymized if they make authorship easily discernable. Papers should be complete and polished for a competitive selection process!

The following criteria will be used to evaluate each submitted paper:

  • Significance of Topic: Paper focuses on an important topic or issue that is relevant to classroom assessment;
  • Framework: Theoretical, conceptual or contextual framework is described and supported using current and/or seminal literature pertaining to the topic;
  • Methods*: Research design, participants, data collection tools and procedures, data analysis, and strategies to ensure research quality are described and appropriate for the purpose and type of research;
  • Results*: Quantitative and/or qualitative findings are presented using formats that are appropriate for the purpose and type of research;
  • Discussion: Includes sound interpretation of results, grounded discussion, and warranted conclusions;
  • Contribution: Significance of the work is explained along with implications for educational practice, or policy, or research;
  • Communication: Paper is clear and coherent overall.

*For theoretical papers, additional consideration will be given to framework and discussion rather than methods and results.

Award Recipients

Michael Holden, Nathan Rickey, and Christopher DeLuca: Assessment Innovations: Understanding the "Fundamental Driver" of Teachers' Classroom Practice.

Elena C. Papanastasiou and Agni Stylianou-Georgiou: Modelling Test-Taking Metacognition and Achievement.

Donna Price, Jeffrey Smith, and David Berg: Personalized Feedback and Annotated Exemplars in the Writing Classroom: An Experimental Study in Situ.

Honorable Mentions

  • Jeanne Sinclair, Eunice Jang, Saskia Still, Gina Park, and Meghan Vincett: Innovative Formative Assessments in Disciplinary Literacy: Perspectives from Teachers and Students.
  • Thomas Guskey and Laura Link: Exploring Factors Teachers Consider in Determining Students' Grades.

Christopher DeLuca, Danielle LaPointe-McEwan, and Ulemu Luhanga: Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy.

Honorable MentionMaria Aracela Ruiz-Primo, Heidi Kroog, Louise Iverson, Ashley Chrzanowski, Chelsey Shade, Jennifer Silverstein, Xueyu Zhao, and Deanna Iceman Sands: Development, Evolution, and Adaptation of Measures of Formative Assessment Practices: Lessons from the Field.

Yuquin Yang, Jan vanAalst, Carol K. Chan, and Wen Tian: Self-Directed Reflective Assessment in Knowledge Building among Low-Achieving Students.

Honorable Mentions:

  • Chris Deluca, Don A. Klinger, Jamie S. Pyper, Judy Woods, and Allison E. A. Chapman: Building School District Capacity in Assessment for Learning: A Study on Teacher Learning in Assessment Through an Instructional Rounds Approach.
  • Hannah Moshontz, Alison C. Koenka, Carmen E. Sanchez, Kayla M. Atkinson, & Harris Cooper: How Norm-Referenced and Criterion-Referenced Grading Influence Students' Academic Performance Expectations and Motivation.

Lois R. Harris, Gavin T. L. Brown,
and Jennifer A. Harnett: Classifying Feedback Using Hattie & Timperley’s Feedback Typology: Examining the Content of New Zealand Students’ Written Peer- and Self-Assessment Comments.

Henry W. Schulz and Beverly A. Fitzpatrick: Formative Assessment as Part of Guided Inquiry to Develop Thinking in Grade 6 Science.

Michael O'Leary, Zita Lysaght, and Larry H. Ludlow: The Development of an Instrument to Measure Teachers' Assessment for Learning Classroom Practices.

Thomas R. Guskey, Gerry M. Swam, and Lee Ann Jung: Parents' and Teachers' Perceptions of Standards-Based and Traditional Report Cards.

Lisa M. Abrams, Angela P. Wetzel, and James H. McMillan: Teachers' Formative Use of Benchmark Testing Data.

Heidi Andrade, Ying Du, and Kristina Mycek: Rubric-Referenced Self-Assessment and Middle School Students' Writing.

CAS Emerging Scholar Award

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

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. 

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

Amir Rasooli, Queens University, Kingston, Ontario, Canada

CAS Student Travel Grants

The Classroom Assessment SIG provides up to two travel grants for students to present at the annual conference each year. Students wishing to be considered for the grant must be members of the SIG, be presenting and first or second author on an a paper accepted by the SIG, submit the paper via the AERA proposal submission system, and email the Program Chair.

Grant Recipients

Brit Paris: Students, Instructors, and Context: A Model for Investigating Feedback Processes (funds not distributed due to cancellation of AERA Annual Meeting)

Amir Rasooli: Students' Critical Incidences of Fairness in Classroom Assessment: An Empirical Study

Caitlin Fine: Developing and Piloting a Rubric to Evaluate Science Formative Assessments for Emerging Bilinguals

Angela Lui: An Empirical Study of Formative Assessment in the Arts
Andrew Coombs: Examining Variability in Teachers' Approaches to Classroom Assessment: A Latent Class Analysis Study

Awards 2024