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Making Classroom Assessments Reliable and Valid

By: Robert J. Marzano

Learn why classroom assessments should become the primary method for formally measuring student learning and how to revamp them to ensure validity and reliability.

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Format: Paperback

Making Classroom Assessments Reliable and Valid

Classroom assessments (CAs) have key advantages over interim, end-of-course, and state assessments. This resource details why CAs should become the primary method for formally measuring student learning and growth over time and outlines how teachers, schools, and districts can design CAs that are equally if not more reliable and valid than traditional large-scale assessments.

  • Consider the history of large-scale assessments in US education.
  • Inspect the importance of and future role of classroom assessment.
  • Explore the three mathematical models of reliability, as well as the three major types of validity.
  • Survey the development of traditional and new paradigms of validity and reliability.
  • Understand the importance of measuring students’ individual and comparative growth.

Additional Information

Product Code: BKF789

ISBN: 9781945349171

“If formative evaluations are so critical, then the quality of the measures leading to these evaluations has to be reliable and valid—perhaps even more so than the quality of summative evaluations. Author Robert J. Marzano provides the methods and principles about how we can attest to this quality of classroom assessments. This book is not only a guide, a place to dip in and out, but it is full of methods and processes to help make quality decisions. This is the up-to-date review of the latest thinking in assessment, it is beautifully written, and it should become the teacher’s go-to book.”

John Hattie, laureate professor and deputy dean of University of Melbourne Graduate School of Education, Victoria, Australia

“With this book, Dr. Marzano takes on the concept of quality in classroom assessment. Noting that almost all problems with classroom assessment are rooted in their validity and reliability—or the lack thereof—he transforms psychometric concepts into processes over which teachers have control. By following his guidelines, teachers, schools, and districts can design quality classroom assessment systems that result in accurate grades, informative report cards, and even enhanced teacher evaluations.”

Heidi Andrade, associate professor, School of Education, University at Albany–SUNY, New York

“Impressively organized and presented from beginning to end.”

Midwest Book Review