Student Assessment and Testing

Four Volume Set
ISBN: 978-1-84787-047-6
Verlag: SAGE PUBN

Buch, Englisch, 1640 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 3015 g

Reihe: SAGE Library of Educational Thought & Practice

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.

Autoren/Hrsg.

Harlen, Wynne

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung Schulevaluation, Schulinspektion

Inhaltsverzeichnis

VOLUME I
PART ONE: ASSESSMENT ROLES AND PURPOSES
Assessment of - or in - the Zone of Proximal Development - L Allal and G P Ducrey
'Assessment and Classroom Learning' - P Black and D Wiliam
Interactive Learning Environments - A L Brown, J C Campione, L S Webber and K McGilly
A New Look at Assessment and Instruction
Enhancing and Undermining Intrinsic Motivation: - R 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 Instruction - F J R C Dochy, G Moerkerke and R Martens
Assessment of Domain-Specific and Domain-Transcending Prior Knowledge and Progress
A Systems Approach to Educational Testing - J R Frederiksen and A Collins
Socio-Cultural Aspects of Assessment - C Gipps
Teachers' Summative Practices and Assessment for Learning - Tensions and Synergies - W Harlen
Postmodernism in the Field of Achievement Testing - A Lewy
Educational Assessment - R L Linn
Expanded Expectations and Challenges
A National Testing System - G F Madaus
Manna from Above? An Historical/Technological Perspective
Knowing What Students Know - J W Pellegrino, N Chudowsky and R Glaser
The Science and Design of Educational Assessments
VOLUME II CONTINUES FROM PART ONE: ASSESSMENT ROLES AND PURPOSES
Formative Assessment and The Design of Instructional Systems - R Sadler
The Role of Assessment in a Learning Culture - L Shepard
Two Disciplines of Educational Assessment - R J Stiggins
Towards an Educational-Psychology of Assessment for Teaching and Learning - Theories, Contexts and Validation Arguments - C K Tittle
Meanings and Consequences - D Wiliam and P Black
A Basis for Distinguishing Formative and Summative Functions of Assessment?
PART TWO: METHODS AND TECHINICAL ISSUES IN ASSESSMENT
Computer-Based Assessment of Problem Solving - E L Baker and R E Mayer
Tracking the Development of Learning Dispositions - M Carr and G Claxton
Threats to the Valid use of Assessments - T J Crooks, M T Kane and A S Cohen
Alternative Assessment - C Gipps and G Stobart
Trusting Teachers' Judgment - W Harlen
Research Evidence of the Reliability and Validity of Teachers' Assessment Used for Summative Purposes
Large-Scale Portfolio Assessment in the US - D Koretz
Evidence Pertaining to the Quality of Measurement
Brains on the Table - D Leat and A Nichols
Diagnostic and Formative Assessment Through Observation
Complex, Performance-Based Assessment - R L Linn, E Baker and S Dunbar
Expectations and Validation Criteria
Validity - S Messick
Curriculum-Based Continuous Assessment - A J Nitko
A Framework for Concepts, Procedures and Policy
What's Wrong - and What's Right - With Rubrics - W J Popham
Assessing the Thinking Curriculum - L B Resnick and D P Resnick
New Tools for Educational Reform
VOLUME III CONTINUES FROM PART TWO: METHODS AND TECHNICAL ISSUES IN ASSESSMENT
Sampling Variability of Performance Assessments - R J Shavelson, G P Baxter and X Gao
Evaluating Test Validity - L Shepard
Teachers' Assessment of Students' Research Skills - K Stokking, M van der Schaaf, J Jaspers and G Erkens
From Principles to Practice - M Wilson and K Sloane
An Embedded Assessment System
Tests Worth Teaching to - S S Yeh
Constructing State-Mandated Tests That Emphasise Critical Thinking
PART THREE: NATIONAL AND INTERNATIONAL ASSESSMENT
Policy Perils and International Comparisons - J M Atkin and P J Black
The TIMSS Case
APU Science - The Past and the Future - P J Black
International Adult Literacy Survey (IALS) - A Blum, H Goldstein and H F Guerin-Pace
An Analysis of International Comparisons of Adult Literacy
FIMS and SIMS - M Brown
The First Two IEA International Mathematics Surveys
Nationally Normed Elementary Achievement Testing in America's Public Schools - J Cannell
How all 50 States are Above the National Average
The Role

Über Autor(innen)

Harlen, Wynne
Professor Wynne Harlen is one of the key international figures in primary science. She was most recently head of the Scottish Council for Research in Education and is now retired.