We present a naturalistic case study of one teacher's development of a growth-centered context for classroom assessment. In-depth interviews, analysis of student work, and observations were used to identify the processes this teacher used to engage her students in the assessment process. Data were analyzed using listening guide analysis to garner…

In this study, we showed that it is feasible to employ observational methods in description of social status; thereby allowing inclusion of children with insufficient cognitive ability to make valid judgement of social role, and evading the validity issues concerning teacher and parent report. We observed presence on social arenas and social…