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SAGE Handbook of Research on Classroom Assessment
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SAGE Handbook of Research on Classroom Assessment

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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.

 
Pedagogy, Instruction, and Assessment for Formative and Summative Purposes.
 
Portfolios
for
Classroom
Assessment
Bronwen M. Cowie
Assessment in the science classroom: Principles and practices
Cheryl A. Torrez, Ann Claunch Lebsack
Assessment in the Social Studies Classroom
Susan E. Rivers, Marc A. Brackett, Carolin Hagelskamp
Assessment of emotions and social interaction (or something like that)
Margo Gottlieb
Capitalizing on Classroom Assessment for Language Learners
Kathleen C. Perencevich
Classroom Assessment in Literacy
Marc W. Julian
Classroom Assessment in the Context of High Stakes Testing
Heidi L. Andrade
Classroom assessment in the context of learning theory and research
Susan M. Brookhart
Classroom Assessment in the context of motivation theory and research
Judy M. Parr
Classroom assessment of writing
M. Christina Schneider, Karla L. Egan
Classroom Assessment Research in the Context of High Stakes Testing
Thomas P. Hogan
Constructed-Response Assessments
Carol Ann Tomlinson
Differentiation and Classroom Assessment
Maria Araceli Ruiz Primo, Min Li
Examining Feedback in the Classroom Context: New Research Perspectives
Dylan William
Feedback and instructional correctives
Cynthia Campbell
History of Classroom Assessment Research [in the United States]
Robin D. Tierney
Meaning and consequences of Fairness for Research on classroom assessment
Jay Parkes
Meaning and consequences of Reliability for Research on classroom assessment
Sarah M. Bonner
Meaning and consequences of validity for Research on classroom assessment
Bruce Randel, Tedra F. Clark
Measuring Classroom Assessment practices
Keith J.Topping
Peers as a source of formative and summative assessment (provisional)
Suzanne Lane
Performance-based Assessment
James H. McMillan
Research on Classroom Assessment
William S. Bush, Maggie B. McGatha
Research on Classroom Assessment in Mathematics
Michael C. Rodriguez, Thomas Haladyna
Selected-response assessments
Gavin T L Brown, Lois R. Harris
Student Self Assessment
Andrea Anushko Rizzo, Daniel Light, Naomi Hupert
Use of technology for classroom assessment
Connie M. Moss
WorkingTitle: Summarizing Student Achievement
 
Gathering Evidnece of Stundent Understanding
Yaoying Yu
Classroom Assessment for Students with Disabilities
 
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.

Sample Materials & Chapters

toc

ch 11

ch 14


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