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:
2026 Elie ChingYen Yu and Yanghyun Kim Yu, E. C. Y., Andrade, H. L., Moeyaert, M., Van den Noortgate, W., Kim, Y., Lui, A. M., Akhmedjanova, D., Wiliam, D. (2025). Effects of Formative Assessment on Students’ Regulation of Learning: A Meta-Analysis.
Honorable Mentions
2025 Elie ChingYen Yu Yu, E. C. Y., Lui, A. M., Andrade, H., Franklin, D., Akhmedjanova, D., & Bryer, J. (2024). College students’ responses to automated feedback on self-regulated learning.
2024 Clarissa Deverel-Rico, Sanford Student, and Amy Burkhardt Furtak, E. M., Deverel-Rico C., Student S.R., & Burkhardt, A. (2023). How Can Crosscutting Concepts Organize Formative Assessments Across Science Classrooms? Results of a Video Study.
2021 Carla Evans Evans, C. (2021) Methodological Challenges in Estimating Effects of Educational Interventions for Students with Disabilities
2020 Amir Rasooli, Queens University, Kingston, Ontario, Canada