Navigating the complex cognitive task of classroom assessment

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We investigated how a fifth-grade literacy teacher with classroom assessment expertise integrated assessment into his teaching practice. We employed a qualitative case study methodology to examine and document the processes this teacher used to make instructional decisions informed by classroom assessment events. We identified a repertoire of assessment relevant management routines and interpretation strategies that supported his assessment practice and instructional decision-making. Findings can be used to inform policy and organize content for teacher education by identifying a repertoire of potential management routines and interpretation strategies for engaging in classroom assessment and documenting how to enact these practices.

Original languageEnglish
Article number103063
JournalTeaching and Teacher Education
StatePublished - Jun 2020


  • Classroom assessment
  • Qualitative study
  • Teacher decision making
  • Teacher expertise


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