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Title SAGE handbook of research on classroom assessment / edited by James H. McMillan, Virginia Commonwealth University
Published Thousand Oaks, Calif. : SAGE, [2013]
Thousand Oaks : Sage Publications, [2013]


Location Call no. Vol. Availability
 W'PONDS  371.262 Mcm/Sho  AVAILABLE
Description xxvii, 544 pages : illustrations ; 26 cm
Contents Contents note continued: 3.Assessment Processes Should Elicit Relevant Substantive Processes -- 4.Effects of Assessment-Based Interpretations Should Be Evaluated -- 5.Validation Should Include Evidence Front Multiple Stakeholders -- Systemic Validity: A Validation Principle for Teachers? -- Summary and Recommendations for Research -- References -- ch. 7 Reliability in Classroom Assessment -- Traditional Conceptions of Reliability Applied to Classroom Assessment -- Reliability of Scores From Classroom Assessments -- Strategies for Reducing Measurement Error in Classroom Assessment -- Questioning the Compatibility of Traditional Reliability and Classroom Assessment -- More Congruent Applications of Psychometric Approaches to Classroom Assessment -- The Incommensurability of Traditional Reliability and Assessment as/for Learning -- Reconceptualizing and Researching Reliability in Classroom Assessment -- Key Concepts Guiding the Development of Reliability --
Contents note continued: Challenges -- Professional Development -- Summative Assessments in Mathematics -- Classroom Practice -- Teacher Judgments -- Impact of External Assessments -- Areas of Further Research -- Conclusion -- References -- ch. 26 Research on Assessment in the Social Studies Classroom -- Purpose of Social Studies Education -- Definition of Assessment in the Social Studies Classroom -- Social Studies Assessment in a Historical Context -- Recent Trends: Social Studies Curriculum and Assessment -- Promising Developments -- Action Research Studies -- Research on Social Studies Assessment -- Discussion -- Call for Research on Assessment in the Social Studies Classroom -- References -- ch. 27 Assessment in the Science Classroom: Priorities, Practices, and Prospects -- The Science Classroom as a Site for Assessment -- Assessment and the Nature of Learning -- Moving Into the Science Classroom -- The Dynamic of Classroom Assessment --
Contents note continued: Classroom Assessment and Interpretation of Feedback Derived From Monitoring -- Classroom Assessment and the Adjustment of Goal-Directed Action -- Feedback and the Brain -- Recommendations for Future Research -- References -- ch. 3 Classroom Assessment in the Context of Motivation Theory and Research -- Classic Reviews of Motivation Theory and Classroom Assessment -- Weiner and Attribution Theory -- Landmark Reviews of the Effects of Evaluation on Students -- Current Trends in Motivation Research and Classroom Assessment -- Self-Regulation of Learning -- Assessment and the Phases of Self-Regulated Learning -- Assessment and the Role of Evidence in Self-Regulated Learning: Monitoring and Reaction/Reflection -- Assessment and the Motivation/Affect Area of Self-Regulated Learning -- Assessment and the Context Area of Self-Regulated Learning -- Conclusion --
Contents note continued: Cognitive Conflict -- Scaffolding and Error Management -- Communication -- Affect -- Research on Peer Assessment -- Elementary School -- Secondary School -- Literature Reviews -- Critique of Studies and Directions for Future Research -- Conclusion -- References -- Section 6 Differentiated Classroom Assessment -- ch. 23 Differentiation and Classroom Assessment -- Demographics and Differentiation -- Brief Overview of a Model of Differentiation -- Classroom Environment -- Curriculum -- Classroom Assessment -- Instruction -- Classroom Management -- Interaction of the Elements -- Assessment and Differentiation -- Assessment of Prior Knowledge -- Assessment During the Process of Instruction -- Assessment After Instruction -- Future Directions -- References -- ch. 24 Classroom Assessment in Special Education -- Students With Disabilities and Special Education Services -- Students With Disabilities -- Special Education and Inclusive Education --
Contents note continued: Computer-Based Performance Assessment Design -- Scoring Performance Assessments -- Design of Scoring Rubrics -- Validity and Reliability of Classroom-Based Performance Assessment Score Inferences -- Research on the Relationship Between Performance Assessments and Student Learning -- Descriptive Studies -- Research Using Nonrandomized and Randomized Groups -- Conclusion and Suggestions for Future Research -- References -- ch. 19 Portfolios and E-Portfolios: Student Reflection, Self-Assessment, and Goal Setting in the Learning Process -- Definitions and Purposes of Portfolios -- Early Research on Portfolios and Portfolio Processes -- The Role of Portfolios in the 21st Century -- Theoretical Benefits of Portfolio Assessment Processes and Related Research -- Reflective Processes -- Student Self-Assessment and Communication Processes -- The Emergence of the E-Portfolio -- E-Portfolios and the Demand for Evidence-Based Assessment --
Contents note continued: Conclusion One Classroom Evidence Can Be at the Same Time the Goal of Motivated Learning, the Summative Purpose, and a Means to It, the Formative Purpose -- Conclusion Two The Student, the Learner, Is at the Center Both of Motivation for Learning and of Assessment for Learning -- Conclusion Three Future Studies of Classroom Assessment Need to Consider Student Motivation, Especially Self-Regulation of Learning, and Future Studies of Self-Regulated Learning Need to Consider the Evidence Students Use for Their Judgments, Much of Which Comes From Classroom Assessment -- References -- ch. 4 Classroom Assessment in the Context of High-Stakes Testing -- Overview of Assessment Sources of Information -- Classroom Assessment -- Purposes of Classroom Assessment -- Designing Classroom Assessment -- Analyzing Student Understanding -- Interim Assessments -- Purpose of Interim Assessments -- Development of Interim Assessments -- Analyzing Student Understanding --
Contents note continued: Conclusion and Recommendations for Research -- References -- ch. 17 Writing Selected-Response Items for Classroom Assessment -- Teachers' Use of Selected-Response Items and Assessment Ability -- Research on Selected-Response Item Formats -- Construct Equivalence -- The Complex Multiple-Choice Format -- Research on Other Selected-Response Formats -- Selected-Response Item-Writing Guidelines -- A Taxonomy of Researchable Item-Writing Guidelines -- Item-Writing Guidelines for Other Selected-Response Formats -- Research on Item-Writing Guidelines -- Improving Accessibility for All Test Takers -- Universal Design -- Research on Item Modifications for Accessibility -- Developing the Science of Item Writing: Future Directions for Research -- Item Analysis Considerations -- Attention to Score Consistency -- Attention to Score Validity -- Conclusion -- References -- ch. 18 Performance Assessment -- Design of Performance Assessments -- Models for Task Design --
Contents note continued: Currently Proposed Directions for the Development of Reliability in Classroom Assessment -- Implications for Teachers -- Fruitful Directions for Research -- Conclusion -- References -- ch. 8 Fairness in Classroom Assessment -- The Multiple Meanings of Fair -- The Evolution of Fairness in Testing -- Overview of Literature Relating to Fairness in Classroom Assessment -- Conceptual Literature -- Empirical Literature -- Aspects of Fairness in Classroom Assessment -- What's Not Clear About Transparency -- Differences in Students' Opportunities -- Equal or Equitable for All -- Critical Reflection on the Go -- Classroom Environment -- Conclusion -- References -- ch. 9 Measuring Classroom Assessment Practices -- Using Measures of Classroom Assessment -- Measuring Classroom Assessment Knowledge and Practices -- Teacher Pedagogical Content Knowledge -- Classroom Assessment Practices -- Measurement Issues and Classroom Assessment Practices -- Observations --
Contents note continued: E-Portfolios and Student Reflection -- Conclusion and Recommendations for Research -- References -- ch. 20 Understanding and Assessing the Social-Emotional Attributes of Classrooms -- Understanding the Social-Emotional Attributes of Classrooms -- Interactions Between and Among Teachers and Students -- Feelings of Students and Teachers -- Social-Emotional Skills of Teachers and Students -- Summary of Social-Emotional Attributes of Classrooms -- Methodological Approaches to Assessing the Social-Emotional Attributes of Classrooms -- Classroom-Level Assessments -- Individual-Level Assessments -- Student Versus Teacher Versus Observer Assessments -- Specific Measures to Assess the Social-Emotional Attributes of Classrooms -- Measures to Assess Classroom Interactions: Student Perspectives -- Measures to Assess Classroom Interactions: Teacher Perspectives -- Measures to Assess Classroom Interactions: Observational --
Contents note continued: Feedback Interventions, Instructional Correctives, and the Role of the Learner -- Knowledge Elicitation -- Instructional Correctives -- The Learner's Role -- Conclusion -- References -- ch. 13 Examining Formative Feedback in the Classroom Context: New Research Perspectives -- Understanding What We Know About Feedback -- What Exactly Has Positive Effects? Defining Feedback -- How Much Should the Results Be Trusted? Validity of the Feedback Studies -- An Expanded, Reconceptualized Definition of Feedback: Formative Feedback -- A Framework for Characterizing Formative Assessment Episodes in the Classroom -- Assessment Activity Cycle -- Formality of the Formative Assessment Episode -- Social Partidpation -- Formative Feedback Episodes -- Studying Formative Feedback in the Classroom Context -- A Suggested Agenda for Future Feedback Research -- Defining Feedback -- Variability in Feedback Practices -- Feedback in Classrooms -- Use of Feedback --
Contents note continued: Interviews -- Self-Reports -- Artifact-Based Measures -- Tests -- Existing Measures of Classroom Assessment Practices -- Observational Instruments -- Self-Reports -- Artifact-Based Instruments -- Developing Measures of Classroom Assessment Practice -- Instrument Development -- Advantages and Disadvantages of Self-Developed Versus Existing Instruments -- Future Research in the Measurement of Classroom Assessment Practice -- Conclusion -- References -- Section 3 Formative Assessment -- ch. 10 Formative and Summative Aspects of Assessment: Theoretical and Research Foundations in the Context of Pedagogy -- Assessment in a Model of Pedagogy -- The Formative Purpose in Assessment -- Formative and Summative: From Discord to Harmony -- Developing Teachers' Summative Assessments: The System Problems -- Effective Use of Summative Assessments: The Challenges for Teachers -- Developing Teachers' Summative Assessments---The Fine Grain of Practice -- Conclusion --
Contents note continued: Making Student Learning Public and Available for Reflection and Refinement -- Tools and Technologies to Support Teachers' Assessments -- Support for Students as Active Participants in the Assessment Process -- Innovation in Summative Assessment -- Implications for Teachers -- Contemplating Prospects for Ways Forward for Science Classroom Assessment -- References -- ch. 28 Classroom Assessment in Writing -- Classroom Practice and Theory and Research in Assessment -- Assessing Writing in the Service of Teaching and Learning -- Identifying Patterns of Strengths and Gaps in Student Writing -- Interactive Formative Writing Assessment -- Conferencing -- The Literacy Learning Progressions -- Planned Formative Writing Assessment -- Letting Developing Writers in on the Secret -- Self- and Peer Writing Assessment -- Conclusion -- References
Contents note continued: Measures to Assess the Feelings of Students -- Measures to Assess Students' Social-Emotional Skills -- Directions for Future Research -- References -- ch. 21 Student Self-Assessment -- Defining Self-Assessment -- Self-Assessment Techniques -- Methods of Self-Assessment -- Accuracy in Self-Assessment -- Literature Review Method -- Selection of Studies -- Research Questions -- Analysis -- Empirical Evaluation of Self-Assessment in Education -- Relationship of Self-Assessment to Academic Achievement -- Effect of Self-Assessment on Self-Regulation Processes -- Student Perceptions of Self-Assessment -- Accuracy in Self-Assessment -- Conclusion -- Implications for Current Pedagogical Practices -- Implications for Future Research -- References -- ch. 22 Peers as a Source of Formative and Summative Assessment -- What Is Peer Assessment? -- A Typology of Peer Assessment -- Theoretical Perspectives on Peer Assessment -- Organization and Engagement --
Contents note continued: References -- ch. 11 Gathering Evidence of Student Understanding -- Purpose of Evidence in Formative Assessment Practice -- Sources of Evidence -- Interactions -- Other Sources of Evidence -- Technology -- Evidence Quality -- Validity -- Reliability -- Using the Evidence -- Gathering Evidence in the Context of Learning Progressions -- Defining Learning Progressions -- Developing and Validating Learning Progressions -- Learning Progressions and Evidence Gathering -- The Role of the Student in Gathering Evidence -- Conclusion -- References -- ch. 12 Feedback and Instructional Correctives -- The Origins of Feedback -- Feedback in Engineering System Theory -- Feedback in Psychology and Education -- Reviews of Research on Feedback in Education -- Early Meta-Analyses -- The Need for Broader Theories -- Feedback and Classroom Assessment -- Early Reviews -- Later Reviews -- Summary of Research on Feedback --
Contents note continued: Review of Feedback Research -- Conclusion -- References -- Section 4 Summative Assessment -- ch. 14 Research on Classroom Summative Assessment -- Setting the Context: The Research on Summative Classroom Assessments -- Teachers' Classroom Assessment Practices, Skills, and Perceptions of Competence -- A Gap Between Perception and Competence -- Two Reviews of Summative Assessment by the Evidence for Policy and Practice Information and Co-Ordinating Centre -- Impacts of Summative Assessments and Tests on Students' Motivation for Learning -- Impact of Summative Assessments on Students, Teachers, and the Curriculum -- Review of Recent Research on Classroom Summative Assessment Practices -- Theme One Students' Perceptions of the Classroom Assessment Environment Impact Student Motivation to Learn -- Theme Two Teachers' Summative Assessment Practices and Skills Impact Teacher Effectiveness and Student Achievement --
Contents note continued: Summary -- References -- Section 2 Technical Quality of Classroom Assessments -- ch. 6 Validity in Classroom Assessment: Purposes, Properties, and Principles -- Perspectives on Validation of Interpretations of Assessments -- Current Psychometric Theory of Validation -- New Measurement Theory -- Purposes of Classroom Assessment -- Other Properties of Classroom Assessments -- The Measurement Purpose: Traditional and Interpretive Validity Arguments -- Content-Based Evidence -- Internal Structural Evidence -- Substantive Process Evidence -- Evidence Based on Relations to Other Variables -- Interpretive Approaches to Validating Measurement Claims -- Consequential Evidence -- Reactive Measurement: Validity of Claims About Impacts of Assessments -- Five Principles for Valid Teacher Inferences Based on Classroom Assessments -- 1.Assessment Should Be Aligned With Instruction -- 2.Bias Should Be Minimal at All Phases of the Assessment Process --
Contents note continued: Textbook Definitions of Constructed-Response and Selected-Response Item Formats -- Definition of Constructed-Response in the Standards for Educational and Psychological Tests -- Terminology in Major Testing Programs -- Examples of Constructed-Response Items -- Teachers' Uses of Constructed-Response Items -- Studies of Teacher Use of Constructed-Response Items -- Needed Research -- Recommendations for Use of Constructed-Response Items -- Constructed-Response Versus Selected-Response: What Do They Measure? -- Methods of Study -- Research Literature on Constructed-Response Versus Selected-Response Items -- Some Speculation About the Lack of Differences Between Constructed-Response and Selected-Response Test Items -- Effects of Constructed-Response and Selected-Response Items on Students -- Interaction Effects With Student Characteristics -- Summary of Effects of Using Constructed-Response and Selected-Response Items --
Contents note continued: The Conceptual Framework of Classroom Assessment and Response to Intervention -- Conceptual Framework of Classroom Assessment for Special Education -- Response to Intervention -- Purposes of Classroom Assessment for Students With Disabilities -- Purposes -- Assessment Types and Purposes -- Approaches to Classroom Assessment for Students With Special Needs -- Developing Learning Objectives for Classroom Assessment -- Developing Learning Objectives Through School-Family Partnerships -- Assessing Learning Contexts for Effective Student Learning -- Recommendations for Teachers to Assess Students With Disabilities -- Using Classroom Assessment to Document Students' Individualized Education Program Progress -- Collecting Functional Assessment Data Within the Classroom Assessment Context -- Assessment Accommodations -- Conclusion -- References -- ch. 25 Classroom Assessment in Mathematics -- Formative Assessment Practices in Mathematics -- Classroom Practice --
Contents note continued: Theme Three Many Factors Impact the Accuracy of Teachers' Judgments of Student Achievement -- Discussion and Recommended Research -- References -- ch. 15 Grading -- Basic Terms and Concepts -- Research on Conventional Grading Practices -- An Inauspicious Beginning -- Previous Reviews of Literature -- Review of Current Literature on Conventional Grading Practices -- Research on Grading in Special Education -- Personalized Grading Plans -- Inclusive Grading Model -- Research on Contemporary Standards-Based Grading Practices -- Evaluation of Professional Development in Standards-Based Grading -- The Quality of Information Communicated Via Standards-Based Grades -- Conclusion -- Conclusion and Recommendations for Future Research -- References -- Section 5 Methods of Classroom Assessment -- ch. 16 Constructed-Response Approaches for Classroom Assessment -- Definitions of Constructed-Response and Selected-Response Item Formats --
Contents note continued: Year-End Assessment -- Purposes for Year-End Assessment -- Development of Year-End Assessments -- Analyzing Student Understanding -- A Balanced Assessment System -- Relationships Among Assessment Sources -- Steps to Investigate Learning Differences Between Classroom and Large-Scale Assessments -- Assessment Practices That Facilitate Student Learning -- Multiple-Choice Items -- Performance Tasks -- Feedback -- Rubrics -- Future Directions -- Implications for Classroom Assessment -- References -- ch. 5 Research on Teacher Competency in Classroom Assessment -- Research Investigating Teacher Preparation and Competency in Assessment -- Teacher Grading Practices -- Teacher Assessment Competency and Standardized Testing -- Assessment Coursework and Teacher Preparation -- Teacher Beliefs About Assessment Knowledge and Skills -- Assessment Standards -- Assessment Literacy Tools -- Alternative Assessments and Purpose -- State and Federal Assessment Mandates --
Machine generated contents note: Section 1 Important Contexts for Research on Classroom Assessment -- ch. 1 Why We Need Research on Classroom Assessment -- A Changing Context for Research on Classroom Assessment -- Advances in Measurement -- Advances in Learning and Motivation -- High-Stakes, Large-Scale Testing -- Formative Assessment -- Standards-Based Reform -- Advances in Technology -- The Accumulation of Knowledge About Classroom Assessment -- Research on Formative Assessment -- Research on Student Self-Assessment -- New Directions for Classroom Assessment Research -- Conclusion -- References -- ch. 2 Classroom Assessment in the Context of Learning Theory and Research -- Classroom Assessment and Learning Progressions -- Enter Learning Progressions -- Future Research on Learning Progressions -- Self-Regulated Learning and Classroom Assessment -- Classroom Assessment and Goal Setting -- Success Criteria -- Classroom Assessment and Monitoring of Progress Toward Goals --
Summary A comprehensive source of research on all aspects of K-12 classroom assessment in which the emphasis will be on theory, conceptual frameworks, and all types of research (quantitative, qualitative, mixed method) to provide in-depth of understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area
Notes Formerly CIP. Uk
Bibliography Includes bibliographical references and index
Notes Print version record
Subject Academic achievement -- Testing -- Research.
Educational tests and measurements.
Examinations -- Interpretation.
Examinations -- Validity.
Genre/Form Examinations.
Author McMillan, James H., editor of compilation
LC no. 2012031441
ISBN 1412995876 (hardback)
9781412995870 (hardback)
Other Titles Handbook of research on classroom assessment
Research on classroom assessment