Assessment in Education

Herausgeber: Gardner, John

• Broschiertes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Sage Publications
• Four-Volume Set edition
• Seitenzahl: 1383
• Erscheinungstermin: 16. Juli 2014
• Englisch
• Abmessung: 241mm x 163mm x 100mm
• Gewicht: 2808g
• ISBN-13: 9781446274309
• ISBN-10: 1446274306
• Artikelnr.: 40526871

Inhaltsangabe

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