The Classroom Assessment SIG presents an annual award to the author(s) of a distinguish paper on classroom assessment. All papers that were presented in a Classroom Assessment SIG session at the 2017 annual meeting, including roundtables, are eligible to be considered for the Distinguished Paper Award (DPA). 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!

Submit papers to Robin D. Tierney, the CA SIG DPA Committee Chairperson, at tierney@research-for-learning.com no later than Friday, October 28, 2017. Please use CA SIG DPA 2017 Submission in the subject line. The winning paper will be announced at the CA SIG business meeting at the AERA meeting in New York in April, 2018.

Award Recipients

2017
Christopher DeLuca, Danielle LaPointe-McEwan, and Ulemu Luhanga: Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy.

Honorable Mention: Maria 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.

2016
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.

2015
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.

2014
Henry W. Schulz and Beverly A. Fitzpatrick: Formative Assessment as Part of Guided Inquiry to Develop Thinking in Grade 6 Science.

2013
Michael O'Leary, Zita Lysaght, and Larry H. Ludlow: The Development of an Instrument to Measure Teachers' Assessment for Learning Classroom Practices.

2012
Thomas R. Guskey, Gerry M. Swam, and Lee Ann Jung: Parents' and Teachers' Perceptions of Standards-Based and Traditional Report Cards.

2011
Lisa M. Abrams, Angela P. Wetzel, and James H. McMillan: Teachers' Formative Use of Benchmark Testing Data.

2010
Heidi Andrade, Ying Du, and Kristina Mycek: Rubric-Referenced Self-Assessment and Middle School Students' Writing.