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Assessment in Education
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Assessment in Education

Four Volume Set
Edited by:


June 2014 | 1 383 pages | SAGE Publications Ltd
Following on the success of 2008’s Major Work, Student Assessment and Testing (ed. Harlen), this new four-volume Major Work revisits the topic of assessment in education but shifts the focus to take a more detailed look at important aspects of the subject previously only touched upon, such as:

  • Assessment carried out by teachers
  • Advances in technological approaches to assessment, most notably in computerized adaptive testing
  • Our understanding of assessment for learning (including peer and self-assessment, formative assessment and feedback)
  • Ethical dimensions such as students’ rights and entitlements

This new collection brings together the best existing work in these areas, and is introduced by a newly-written contextualising chapter by the major work’s esteemed editor, John Gardner.

 
VOLUME ONE: TEACHER ASSESSMENT (I.E. ASSESSMENT BY TEACHERS)
Effects of Frequent Classroom Testing Robert Bangert-Drowns, James Kulik and Chen-Lin Kulik
Questioning in Classrooms – A Sociolinguistic Perspective William Carlsen
Accuracy of Teacher Judgments of Student Responses to Standardized Test Items Theodore Coladarci
A Factorial Experiment in Teachers’ Written Feedback on Student Homework: Changing Teacher Behaviour a Little Rather than a Lot Maria Cardelle Elawar and Lyn Corno
Engaging and Empowering Teachers in Innovative Assessment Practice John Gardner et al.
A Study of Teacher Assessment at Key Stage 1 Kathy Hall et al.
Analysis of Teacher Judgments of Pupil Achievement Levels Robert Hoge and Robert Butcher
On the Reliability of High-Stakes Teacher Assessment Sandra Johnson
Relations among Teacher Rankings, Pupil-Teacher Interactions, and Academic Achievement: A Test of the Teacher Expectancy Hypothesis Sally Luce and Robert Hoge
The Correspondence between Teacher Questions and Student Answers in Classroom Discourse Stephen Mills et al.
Wait Time: Slowing Down May Be a Way of Speeding Up Mary Budd Rowe
Review of Teacher Assessment: What Works Best and Issues for Development Gordon Stanley et al.
Predictive Value of Teachers’ Ratings of Young Children Harold Stevenson et al.
 
VOLUME TWO: COMPUTERIZED APPROACHES TO ASSESSMENT
Testing in a Computer Technology Course: An Investigation of Equivalency in Performance between Online and Paper and Pencil Methods Melody Alexander et al.
Inexorable and Inevitable: The Continuing Story of Technology and Assessment Randy Elliot Bennett
Effects of Computer-based Tests on the Achievement, Anxiety, and Attitudes of Grade 10 Science Students Christine Chin, J. Stuart Donn and Robert Conry
A Comparison of Item Calibration Media in Computerized Adaptive Testing Rebecca Hetter, Daniel Segall and Bruce Bloxom
A Quasi-Experimental Assessment of the Effect of Computerizing Noncognitive Paper Measurements: A Test of Measurement Equivalence Wesley C. King and Edward Miles
Equivalence of Computerized and Paper Cognitive Ability Tests: A Meta-Analysis Alan Mead and Fritz Drasgow
Computerization of Paper Tests: When Are They Equivalent? George Neuman and Ramzi Baydoun
The Score Equivalence of Paper and Computerized Versions of a Speeded Test of Reading Comprehension Mark Pomplun, Sharon Frey and Douglas Becker
Development and Appraisal of Devices Providing Immediate Automatic Scoring of Objective Tests and Concomitant Self-Instruction S. Pressy
Testing on Computers: A Follow-up Study Comparing Performance on Computer and on Paper Michael Russell
Influence of Computer Print on Rater Scores Michael Russell
An Alternative Method for Scoring Adaptive Tests Martha Stocking
Comparability of Computer-based and Pencil and Paper Testing in K-12 Reading Assessments: A Meta-Analyisis of Testing Mode Effects Shudong Wang et al.
Protecting the Integrity of Computerized Testing Item Pools Walter Way
Practical Issues in Developing and Maintaining a Computerized Adaptive Testing Program Steven Wise and G. Gage Kingsbury
 
VOLUME THREE: ASSESSMENT IN SUPPORT OF LEARNING
The Instructional Effect of Feedback in Test-Like Events Robert Bangert-Drowns et al.
Negative Effects of Destructive Criticism: Impact on Conflict, Self-Efficacy and Task Performance Robert Baron
Learning How to Learn and Assessment for Learning: A Theoretical Inquiry Paul Black et al.
Developing a Theory of Formative Assessment. Paul Black and Dylan Wiliam
Formative Evaluation Effects on Learning Music Marie-Michele Boulet, Gilles Simard and Dorvalino Demelo
Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance Ruth Butler and Mordecai Nisan
A Model of Formative Assessment in Science Education Bronwen Cowie and Beverley Bell
Effects of Internally Focused Feedback on Enhancement of Academic Self-Concept Rhonda Craven, Herbert Marsh and Raymond Debus
The Impact of Classroom Evaluation Practices on Students Terence Crooks
Item-by-Item Feedback and Multiple Choice Test Performance R. Stephen Fulmer and Harry Rollings
Quality Assessment Practice John Gardner
The Effect of Practice With and Without Knowledge of Results in Grading Handwriting A.R. Gilliland
Enhancing Peer Interaction and Learning in the Classroom through Reciprocal Questioning Alison King
The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory Avraham Kluger and Angelo Denisi
The Effects of a Self-Monitoring Process on College Students’ Learning in an Introductory Statistics Course William Lan, Loretta Bradley and Gerald Parr
A Comparison of Teacher-Monitoring, Peer-Monitoring, and Self-Monitoring with Curriculum-based Measurement in Reading among Students with Learning Disabilities Barry McCurdy and Edward Shapiro
Progressive Assessment for Learning and Certification: Some Lessons from School-based Assessment in Queensland Graham Maxwell
Teacher Comments and Student Performance: A Seventy-Four Classroom Experiment in School Motivation Ellis Batten Page
Professional Learning as a Condition for Assessment for Learning David Pedder and Mary James
Formative Assessment and the Design of Instructional Systems D. Royce Sadler
Formative Assessment: Revisiting the Territory D. Royce Sadler
Goal and Self-Evaluative Influences during Children’s Cognitive Skill Learning Dale Schunk
Peer, Self and Tutor Assessment: Relative Reliabilities Lorraine Stefani
Providing Item Feedback in Computer-based Tests: Effects of Initial Success and Failure Steven Wise et al.
 
VOLUME FOUR: ETHICAL DIMENSIONS OF EDUCATIONAL ASSESSMENT
The No Child Left behind Act and English Language Learners: Assessment and Accountability Issues Jamal Abedi
High-Stakes Testing, Uncertainty, and Student Learning Audrey Amrein and David Berliner
No Child Left behind: Repealing and Unpeeling Federal Language Education Policy in the United States Bruce Evans and Nancy Hornberger
What’s in a Grade? School Report Cards and House Prices David Figlio and Maurice Lucas
The Potential Impact of the No Child Left behind Act on Equity and Diversity in American Education Lance Fusarelli
Assessment and Social Justice John Gardner, Bryn Holmes and Ruth Leitch
White-Black Achievement Differences: The Narrowing Gap Lyle Jones
What Do Test Scores in Texas Tell Us? Stephen Klein et al.
Consequences of Assessment: What Is the Evidence? William Mehrens
The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High Stakes Testing Melissa Roderick and Mimi Engel
Equity and High Stakes Testing: Implications for Computerized Testing Rosemary Sutton

'Assessment continues to be one of the most powerful influences - for good or ill - on students' educational experience.  Efforts to improve assessment practice are therefore urgent. Much is known about what is needed but knowing how this might be achieved often remains elusive. This Major Work provides some answers by bringing together important innovations in assessment technology and practice.'

Professor Mary James
Vice President of the British Educational Research Association

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ISBN: 9781446274309
£710.00