| 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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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 -- |
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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.
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Educational tests and measurements.
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Examinations -- Interpretation.
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Examinations -- Validity.
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| Genre/Form |
Examinations.
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| Author |
McMillan, James H., editor of compilation
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| LC no. |
2012031441 |
| ISBN |
1412995876 (hardback) |
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9781412995870 (hardback) |
