Robert Marzzano, Educational Theory
Assessment Theorist Paper
Robert J. Marzano
Robert J. Marzano is an educational assessment theorist and expert. He is known for this development of assessment programs and practices being used nationally in K-12 classrooms. He offers practical ways for educators to translate his theory into practical instructional methods that can be used in any classroom. His theory and philosophy can be found in the 25 books and more than 150 articles he has authored over the years. As best stated on the Marzano and Associates website (www.marzanoandassociates.com), “classroom assessment is at the heart of classroom culture. It has been shown to be the basis for grading practices and curriculum design.” Marzano believes that when done well, assessment will enhance student achievement.
Marzano’s book Classroom Assessment and Grading the Work lays out his philosophy and thoughts on the subject. He believes, “feedback from classroom assessments should give students a clear picture on their progress on learning goals and how they might improve, feedback on classroom assessments should encourage students to improve, classroom assessment should be formative in nature,” and finally, “formative classroom assessments should be frequent,” (Marzano 2006). According to this theorist’s philosophy, formative assessment is one of the most important practices successful teachers use. He believes that teachers should, “administer formative assessments while students are learning new information and skills,” and states, “[formative assessment] might be one of the more powerful tools in a teacher’s arsenal,” (Marzano 2007). He also deems, “formative assessment is not only a powerful measurement tool but also a powerful instructional tool because it allows students to observe their own progress,” (Marzano 2007). Marzano believes that assessment and feedback are important; because of this they must be timely and be specific to the content being learned. Regardless of the
Robert J. Marzano
Robert J. Marzano is an educational assessment theorist and expert. He is known for this development of assessment programs and practices being used nationally in K-12 classrooms. He offers practical ways for educators to translate his theory into practical instructional methods that can be used in any classroom. His theory and philosophy can be found in the 25 books and more than 150 articles he has authored over the years. As best stated on the Marzano and Associates website (www.marzanoandassociates.com), “classroom assessment is at the heart of classroom culture. It has been shown to be the basis for grading practices and curriculum design.” Marzano believes that when done well, assessment will enhance student achievement.
Marzano’s book Classroom Assessment and Grading the Work lays out his philosophy and thoughts on the subject. He believes, “feedback from classroom assessments should give students a clear picture on their progress on learning goals and how they might improve, feedback on classroom assessments should encourage students to improve, classroom assessment should be formative in nature,” and finally, “formative classroom assessments should be frequent,” (Marzano 2006). According to this theorist’s philosophy, formative assessment is one of the most important practices successful teachers use. He believes that teachers should, “administer formative assessments while students are learning new information and skills,” and states, “[formative assessment] might be one of the more powerful tools in a teacher’s arsenal,” (Marzano 2007). He also deems, “formative assessment is not only a powerful measurement tool but also a powerful instructional tool because it allows students to observe their own progress,” (Marzano 2007). Marzano believes that assessment and feedback are important; because of this they must be timely and be specific to the content being learned. Regardless of the
Cited: Arredondo, Daisy E. & Robert J. Marzano (1986). Restructuring Schools Through the Teaching of Thinking Skills Marzano, Robert J. (1995). A New Paradigm for Educational Change. Education, 11-13. Marzano, Robert J. (2003). What Works in Schools. Alexandria, Virginia: Association for Supervision and Curriculum Development Marzano, Robert J. (2006). Classroom Assessment & Grading that Work.. Alexandria, Virginia: Association for Supervision and Curriculum Development Marzano, Robert J. (2007). The Art and Science of Teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development