Title:
Student assessment and testing
Series:
SAGE library of educational thought and practice
Publication Information:
London : Sage, 2008
Physical Description:
4 various pagings : illustrations ; 24 cm.
ISBN:
9781847870476
Added Author:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010173286 | LB3051 S78 2008 v.1 | Open Access Book | Great Book | Searching... |
Searching... | 30000010173285 | LB3051 S78 2008 v.2 | Open Access Book | Great Book | Searching... |
Searching... | 30000010173284 | LB3051 S78 2008 v.3 | Open Access Book | Great Book | Searching... |
Searching... | 30000010173283 | LB3051 S78 2008 v.4 | Open Access Book | Great Book | Searching... |
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Summary
Summary
This set brings together key articles providing theoretical discussion and reporting research in student assessment throughout the range, from pre-school to post-school education. The range of purposes, procedures, policies and properties of assessment are covered in the four volumes. The articles cover issues and practices of wide general application. The volumes provide an unparalleled resource for academic research and reference that will deepen understanding within the field.
Volume 1: Assessment Roles and Purposesb- focuses on the role that assessment and testing can take in education.
Volume 2: Methods and Technical Issues in Assessment - brings together studies of different ways of conducting assessment going beyond testing, and some that are designed to assess a range of competencies such as problem-solving, learning dispositions and critical thinking.
Volume 3: National and International Assessment - includes articles on the methods, design and use of findings of national surveys, such as NAEP and the APU, and international surveys of the IEA and OECD.
Volume 4: Assessment Policies and Systems - considers how assessment and testing for a particular purpose impacts on students, teachers and on other parts of an assessment system.
Table of Contents
| Volume I |
| Part 1 Assessment Roles And Purposes |
| Assessment of - or in - the Zone of Proximal DevelopmentL Allal and G P Ducrey |
| 'Assessment and Classroom Learning'P Black and D Wiliam |
| Interactive Learning EnvironmentsA L Brown and J C Campione and L S Webber and K McGilly |
| A New Look at Assessment and Instruction |
| Enhancing and Undermining Intrinsic MotivationR Butler |
| The Effects of Task-Involving and Ego-Involving Evaluation on Interest and Performance |
| 'A Model of Formative Assessment in Science Education'B Cowie and B Bell |
| Integrating Assessment, Learning and InstructionF J R C Dochy and G Moerkerke and R Martens |
| Assessment of Domain-Specific and Domain-Transcending Prior Knowledge and Progress |
| A Systems Approach to Educational TestingJ R Frederiksen and A Collins |
| Socio-Cultural Aspects of AssessmentC Gipps |
| Teachers' Summative Practices and Assessment for Learning - Tensions and SynergiesW Harlen |
| Postmodernism in the Field of Achievement TestingA Lewy |
| Educational AssessmentR L Linn |
| Expanded Expectations and Challenges |
| A National Testing SystemG F Madaus |
| Manna from Above? An Historical/Technological Perspective |
| Knowing What Students KnowJ W Pellegrino and N Chudowsky and R Glaser |
| The Science and Design of Educational Assessments |
| Volume II Formative Assessment and The Design of Instructional SystemsR Sadler |
| The Role of Assessment in a Learning CultureL Shepard |
| Two Disciplines of Educational AssessmentR J Stiggins |
| Towards an Educational-Psychology of Assessment for Teaching and Learning - Theories, Contexts and Validation ArgumentsC K Tittle |
| Meanings and ConsequencesD Wiliam and P Black |
| A Basis for Distinguishing Formative and Summative Functions of Assessment? |
| Part 2 Methods And Techinical Issues In Assessment |
| Computer-Based Assessment of Problem SolvingE L Baker and R E Mayer |
| Tracking the Development of Learning DispositionsM Carr and G Claxton |
| Threats to the Valid use of AssessmentsT J Crooks and M T Kane and A S Cohen |
| Alternative AssessmentC Gipps and G Stobart |
| Trusting Teachers' JudgmentW Harlen |
| Research Evidence of the Reliability and Validity of Teachers' Assessment Used for Summative Purposes |
| Large-Scale Portfolio Assessment in the USD Koretz |
| Evidence Pertaining to the Quality of Measurement |
| Brains on the TableD Leat and A Nichols |
| Diagnostic and Formative Assessment Through Observation |
| Complex, Performance-Based AssessmentR L Linn and E Baker and S Dunbar |
| Expectations and Validation Criteria |
| ValidityS Messick |
| Curriculum-Based Continuous AssessmentA J Nitko |
| A Framework for Concepts, Procedures and Policy |
| What's Wrong and What's Right With RubricsW J Popham |
| Assessing the Thinking CurriculumL B Resnick and D P Resnick |
| New Tools for Educational Reform |
| Volume III Sampling Variability of Performance AssessmentsR J Shavelson and G P Baxter and X Gao |
| Evaluating Test ValidityL Shepard |
| Teachers' Assessment of Students' Research SkillsK Stokking and M van der Schaaf and J Jaspers and G Erkens |
| From Principles to PracticeM Wilson and K Sloane |
| An Embedded Assessment System |
| Tests Worth Teaching toS S Yeh |
| Constructing State-Mandated Tests That Emphasise Critical Thinking |
| Part 3 National And International Assessment |
| Policy Perils and International ComparisonsJ M Atkin and P J Black |
| The TIMSS Case |
| APU Science, The Past the FutureP J Black |
| International Adult Literacy Survey (IALS)A Blum and H Goldstein and H F Guerin-Pace |
| An Analysis of International Comparisons of Adult Literacy |
| FIMS and SIMSM Brown |
| The First Two IEA International Mathematics Surveys |
| Nationally Normed Elementary Achievement Testing in America's Public SchoolsJ Cannell |
| How all 50 States are Above the National Average |
| The Role of Public Examinations in Defining and Monitoring StandardsM J Cresswell |
| Development of TIMSS Performance Assessment TasksR A Garden |
| Standards and CriteriaG V Glass |
| International Comparisons of Students AttainmentH Goldstein |
| Some Issues Arising from the PISA Study |
| On the Use of Cut-Off Scores with Criterion-Referenced Tests in Instructional SettingsR K Hambleton |
| The Assessment of Scientific Literacy in the OECD/PISA ProjectW Harlen |
| External (Public) ExamsT Kellaghan and G Madaus |
| IEA Studies and Educational PolicyP Kellaghan |
| Comparing State and District Test Results to National NormsR L Linn and E Graue and N M Sanders |
| The Validity of Claims that "Everyone is Above Average" |
| Volume IV Issues Relating to Curriculum, Policy and Gender Raised by National and International Surveys in MathematicsI Robertson |
| Using Baselines Assessment Data to Make International ComparisonsP Tymms and C Merrell and P Jones |
| Part 4 Assessment Policies And Systems |
| Symbolic ValidationP W Airasian |
| The Case of State-Mandated, High Stakes Testing |
| Performance Assessment and EquityE L Baker and F O'Neil, Jnr |
| Dreams, Strategies and SystemsP J Black |
| Portraits of Assessment Past, Present and Future |
| Large-Scale Assessment Systems Design Principles Drawn from International ComparisonsP J Black and D Wiliam |
| Retrospective on Educational Testing and Assessment in the 20th CenturyM M Clarke and G F Madaus and C L Horn and M A Ramos |
| The Impact of Classroom Evaluation Practices on StudentsT J Crooks |
| Learning Careers or Assessment Careers?: The Impact of Assessment Systems on LearningK Ecclestone and J Pryor |
| Accountability Testing and the Implications for Teacher ProfessionalismC Gipps |
| Using Pupil Performance Data for Judging Schools and TeachersH Goldstein |
| Scope and Limitations |
| Testing and Motivation for LearningW Harlen and R Deakin Crick |
| Balancing Varied Assessment Functions to Attain Systemic ValidityD T Hickey and S J Zuiker and G Taasoobshirazi and N J Schafer and M A Michael |
| Three is the Magic Number |
| The Growth of High-Stakes Testing in the USAD Hursh |
| Accountability, Markets and the Decline of Educational Equality |
| Assessment and AccountabilityR L Linn |
| Two-Plus Decades of Educational ObjectivesW J Popham |
| Performance PuzzlesL B Resnick |
| Fairness in Multicultural Assessment SystemsG Stobart |
| Are Standards Rising in English Primary Schools?P Tymms |
| Teachers Developing Assessment for LearningD Wiliam and C Lee and C Harrison and P Black |
| Impact on Student Achievement |
