In The New Art and Science of Classroom Assessment, authors Robert J. Marzano, Jennifer S. Norford, and Mike Ruyle recognize the need for more specific models of classroom assessment. This book is part of a series built around The New Art and Science of Teaching framework (Marzano, 2017). The framework presents current research, theory, and practice regarding classroom pedagogy across various subject areas such as writing, reading, mathematics, science, and more. A major aspect of effective classroom pedagogy is assessment. The New Art and Science of Teaching framework presents three categories of pedagogy: (1) feedback, (2) content, and (3) context. Classroom assessment falls within the category of feedback as it is a form of feedback to students, teachers, and parents. As such, effective classroom assessment must go well beyond traditional assessment, which assigns scores to students on tests, averages those scores, and computes a grade. Instead, a shift to a new paradigm for classroom assessment is needed. Teachers must use assessment to its full potential as a tool for feedback. This book provides an in-depth explanation of how to apply new strategies and techniques in assessment to create this paradigm shift in the classroom. With this book, readers will learn how to change their methods of classroom assessment to create a more holistic mode of assessment that is more reflective of course curriculum and student progress.