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. INDICE: 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. Teachers as Self-Agents of Change - John Gardner 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 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. Online Assessment and the Comparability of Score Meaning - Randy Elliot Bennett Influence of Computer Print on Rater Scores - Michael Russell 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 Review of Teacher Assessment: What Works Best and Issues for Development - Gordon Stanley et al. 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 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 KingsburyVOLUME 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. 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 Item-by-Item Feedback and Multiple Choice Test Performance - R. Stephen Fulmer and Harry Rollings Quality Assessment Practice - John Gardner Assessment for Learning: A Compelling Conceptualization - 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 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 The Role of Assessment in a Learning Culture - Lorrie Shepard 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 Developing a Theory of Formative Assessment. - Paul Black and Dylan Wiliam No Child Left behind: Repealing and Unpeeling Federal Language Education Policy in the United States - Bruce Evans and Nancy Hornberger 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 Equity and High Stakes Testing: Implications for Computerized Testing - Rosemary Sutton Effect of Increased Test-Taking Time on Test Scores by Ethnic Group, Years Out of School, and Sex - Cheryl Wild, Robin Durso and Donald Rubin The Impact of Classroom Evaluation Practices on Students - Terence Crooks Progressive Assessment for Learning and Certification: Some Lessons from School-based Assessment in Queensland - Graham Maxwell What’s in a Grade? School Report Cards and House Prices - David Figlio and Maurice Lucas The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High Stakes Testing - Melissa Roderick and Mimi Engel
- ISBN: 978-1-4462-7430-9
- Editorial: SAGE Publications Ltd
- Encuadernacion: Tela
- Páginas: 1383
- Fecha Publicación: 10/01/2014
- Nº Volúmenes: 4
- Idioma:
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