Assessment in Education (Sage Library of Educational Thought & Practice)

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