SAGE Handbook of Research on Classroom Assessment

Edited by:

James H. McMillan - Virginia Commonwealth University, USA

Courses:
SAGE Research Handbooks | Tests & Measurement

November 2012 | 576 pages | SAGE Publications, Inc

The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achievement and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.

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Preface

James H. McMillan

1. Why We Need Research on Classroom Assessment

Heidi L. Andrade

2. Classroom Assessment in the Context of Learning Theory and Research

Susan M. Brookhart

3. Classroom Assessment in the Context of Motivation Theory and Research

M. Christina Schneider, Karla L. Egan, & Marc W. Julian

4. Classroom Assessment in the Context of High Stakes Testing

Cynthia Campbell

5. Historical Context of Classroom Assessment Research

Sarah M. Bonner

6. Validity in Classroom Assessment: Purposes, Properties, and Principles

Jay Parkes

7. Reliability in Classroom Assessment

Robin D. Tierney

8. Fairness in Classroom Assessment

Bruce Randel and Tedra Clark

9. Measuring Classroom Assessment Practices

Paul Black

10. Formative and Summative Aspects of Assessment: Theoretical and Research

Margaret Heritage

11. Gathering Evidence of Student Understanding

Dylan Wiliam

12. Feedback and Instructional Correctives

Maria Araceli Ruiz-Primo & Min Li

13. Examining Formative Feedback in the Classroom Context: New Research

Connie M. Moss

14. Research on Classroom Summative Assessment

Susan M. Brookhart

15. Grading

Thomas P. Hogan

16. Constructed-Response Approaches for Classroom Assessment

Michael C. Rodriguez & Thomas M. Haladyna

17. Writing Selected-Response Items for Classroom Assessment

Suzanne Lane

18. Performance Assessment

Susan F. Belgrad

19. Portfolios and E-Portfolios: Student Reflection, Self-Assessment and Goal

Susan E. Rivers, Carolin Hagelskamp, & Marc A. Brackett

20. Understanding and Assessing the Social-Emotional Attributes of Classrooms

Gavin T. L. Brown & Lois R. Harris

21. Student Self-Assessment

Keith J. Topping

22. Peers as a Source of Formative and Summative Assessment

Carol Ann Tomlinson and Tonya R. Moon

23. Differentiation and Classroom Assessment

Yaoying Xu

24. Classroom Assessment in Special Education

Maggie B. BcGatha and William S. Bush

25. Classroom Assessment in Mathematics

Cheryl A. Torrez and Elizabeth Ann Claunch-Lebsack

26. Research on Assessment in the Social Studies Classroom

Bronwen Cowie

27. Assessment in the Science Classroom: Priorities, Practices and Prospects

Judy M. Parr

28. Classroom Assessment in Writing

Index

About the Authors

Key features

The Handbook is organized into six sections to present research in most areas of classroom assessment:

Section A provides an overview of connections between classroom assessment and learning and motivation theory and research, as well as technical and measurement issues that are important for reading subsequent chapters.
Section B includes chapters on technical measurement principles and topics that help assure the quality of research on classroom assessment.
Section C focuses on formative assessment, from theoretical perspectives to considerations of gathering evidence, giving feedback to students, and instructional correctives.
Section D includes two chapters on summative assessment and grading.
Section E emphasizes important methods of classroom assessment, including different types of items and tests, and performance and portfolio assessment.
Section F contains chapters on assessment for differentiated instruction, special needs students, and different subjects, including mathematics, reading, writing, social studies, and science.
Contributing authors include Sue Brookhart, Heidi Andrade, Paul Black, Ayita Ruiz-Primo, Sarah Bonner, Margaret Heritage, Suzanne Lane, Gavin Brown and Carol Tomlinson.

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