The Classroom Assessment Podcast

SIG member Michael Holden sits down with Dr. Thomas Guskey, Professor Emeritus in the College of Education, University of Kentucky. They talk about Dr. Guskey's work with Benjamin Bloom, the history of formative assessment and grading, and how teachers and researchers can think about assessment in an age of artificial intelligence.

SIG member Michael Holden speaks with Dr. Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London. They discuss Dr. Wiliam's early experiences with classroom assessment; his transition into research on teaching, formative assessment, and large-scale assessment; through to Dr. Wiliam's current work and the future of assessment in a post-AI world.

SIG member Michael Holden speaks with Dr. James McMillan, Distinguished Career Professor and Professor Emeritus at Virginia Commonwealth University. They unpack 4 decades of work in classroom assessment, and look ahead to the future of research with teachers at the meeting points between assessment, measurement, and classroom practice.

SIG member Michael Holden sits down with Dr. Lorrie A. Shepard - University Distinguished Professor in the School of Education at the University of Colorado Boulder, longstanding measurement researcher, and former AERA and NCME President. They discuss her work with sociocultural theory, the promise and peril of grading practices, and the need for partnerships in classroom assessment research.

SIG member Michael Holden sits down with Dr. Susan M. Brookhart - Professor Emerita in the School of Education at Duquesne University, longstanding classroom assessment researcher, and former SIG Chair. They discuss her teaching career, her breakout publication, longstanding challenges, and the future of classroom assessment.

Early Career Scholar Erin Riley-Lepo is joined by Drs. Cynthia Sistek and Dee Fabry from National University and Hasmik Movsisyan, a graduate student and educator. The group discusses the importance of using student-centered assessments, particularly formative assessments, to promote students' social and emotional learning.

SIG member Michael Holden is joined by Martha Koch, PhD and teacher Tracey Tinley, collaborators and members of the Canadian Assessment for Learning Network. They share how they support educators in enacting formative assessment, drawing on their work with K-12 teachers, preservice teachers, and other assessment leaders in different spaces.

Early career scholar Erin Riley-Lepo is joined by Erin Furtak, PhD and her collaborators Clarissa Deverel-Rico, PhD, Ryann Patrick-Stuart, and Samantha Duwe. The group shares how they began their work together many years ago, their current collaborations, the challenges and joys of a changing assessment culture in a school district, and their plans for the future.

Early career scholar Erin Riley-Lepo is joined by Suzanne Abdelrahim, Margarita Jimenez-Silva, Rachel Restani, and Valeria Zunino-Edelsberg. to discuss their collaboration with math teachers of emergent bilinguals in a large California school district. The conversation focuses on engaging emergent bilingual students in talking about math, the importance of encouraging translanguaging in the classroom, and the essential role the math teachers who participate in the study play in their work.

Early career scholar Erin Riley-Lepo is joined by professor Heidi Andrade (EdD) and teacher Edwin Brathwaite, who collaborated through Arts Assessment for Learning, a partnership between the NYC Department of Education's Office of Special Projects and ArtsConnection. The conversation focuses on formative assessment in the arts. The trio also discusses how formative assessment supports Social and Emotional Learning (SEL) and how it facilitates a common language between teachers and students.