SAGE Handbook of Research on Classroom Assessment, 1st Edition

  • Published By: SAGE
  • ISBN-10: 1452262055
  • ISBN-13: 9781452262055
  • DDC: 371.26
  • Grade Level Range: College Freshman - College Senior
  • 576 Pages | eBook
  • Original Copyright 2013 | Published/Released August 2013
  • This publication's content originally published in print form: 2013

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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.

Table of Contents

Front Cover.
Half Title Page.
Title Page.
Copyright Page.
Brief Contents.
Detailed Contents.
1: Important Contexts for Research on Classroom Assessment.
2: Why We Need Research on Classroom Assessment.
3: Classroom Assessment in the Context of Learning Theory and Research.
4: Classroom Assessment in the Context of Motivation Theory and Research.
5: Classroom Assessment in the Context of High-Stakes Testing.
6: Research on Teacher Competency in Classroom Assessment.
7: Technical Quality of Classroom Assessments.
8: Validity in Classroom Assessment: Purposes, Properties, and Principles.
9: Reliability in Classroom Assessment.
10: Fairness in Classroom Assessment.
11: Measuring Classroom Assessment Practices.
12: Formative Assessment.
13: Formative and Summative Aspects of Assessment: Theoretical and Research Foundations in the Context of Pedagogy.
14: Gathering Evidence of Student Understanding.
15: Feedback and Instructional Correctives.
16: Examining Formative Feedback in the Classroom Context: New Research Perspectives.
17: Summative Assessment.
18: Research on Classroom Summative Assessment.
19: Grading.
20: Methods of Classroom Assessment.
21: Constructed-Response Approaches for Classroom Assessment.
22: Writing Selected-Response Items for Classroom Assessment.
23: Performance Assessment.
24: Portfolios and E-Portfolios: Student Reflection, Self-Assessment, and Goal Setting in the Learning Process.
25: Understanding and Assessing the Social–Emotional Attributes of Classrooms.
26: Student Self-Assessment.
27: Peers as a Source of Formative and Summative Assessment.
28: Differentiated Classroom Assessment.
29: Differentiation and Classroom Assessment.
30: Classroom Assessment in Special Education.
31: Classroom Assessment in Mathematics.
32: Research on Assessment in the Social Studies Classroom.
33: Assessment in the Science Classroom: Priorities, Practices, and Prospects.
34: Classroom Assessment in Writing.
About the Authors.