I just presented a poster session in Chicago for the NCME Special Conference on Classroom Assessment (Piantaggini, 2024). While I had some rough details for a proposed dissertation study, the focus of discussion with scholars who stopped by was my new assessment model and the theoretical framework that brought me to it. The message I got was “I think you’re onto something,” so I’m sharing my work here to get more eyes on it. Please contact me with any embarrassingly scathing criticism. Otherwise, reply publicly with any other thoughts or questions. After all, this is my blog, not peer review!

So, in this blog post, I’ll describe the model you see above, and how I got there, starting with a major dilemma I identified when reviewing literature on classroom assessment: confusion over grading formative assessments…

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