This 4 volume set brings together key articles from the literature 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 to provide an unparalleled resource.
Volume 1, Assessment Roles and Purposes, focuses on the role that assessment and testing can take in education. It includes some key articles on a major theme of the 1990s and early 21st century, that of using assessment to help teaching and learning, and on how assessment for this use may or may not be related to other uses, such as for reporting on learning.
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. Related issues of validity and reliability are also included.
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. Related issues about standards, and the interpretation and reporting of results are also discussed.
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. It includes matters relating to equity and the high stakes use of test scores for accountability.
|Series:||SAGE Library of Educational Thought & Practice Series|
|Edition description:||Four-Volume Set|
|Product dimensions:||6.14(w) x 9.21(h) x 4.27(d)|
About the Author
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.
Table of Contents
VOLUME IPART ONE: ASSESSMENT ROLES AND PURPOSESAssessment of - or in - the Zone of Proximal Development - L Allal and G P Ducrey 'Assessment and Classroom Learning' - P Black and D WiliamInteractive Learning Environments - A L Brown, J C Campione, L S Webber and K Mc Gilly A New Look at Assessment and InstructionEnhancing 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 BellIntegrating Assessment, Learning and Instruction - F J R C Dochy, G Moerkerke and R Martens Assessment of Domain-Specific and Domain-Transcending Prior Knowledge and ProgressA Systems Approach to Educational Testing - J R Frederiksen and A CollinsSocio-Cultural Aspects of Assessment - C GippsTeachers' Summative Practices and Assessment for Learning - Tensions and Synergies - W HarlenPostmodernism in the Field of Achievement Testing - A LewyEducational Assessment - R L Linn Expanded Expectations and ChallengesA National Testing System - G F Madaus Manna from Above? An Historical/Technological PerspectiveKnowing What Students Know - J W Pellegrino, N Chudowsky and R Glaser The Science and Design of Educational AssessmentsVOLUME II CONTINUES FROM PART ONE: ASSESSMENT ROLES AND PURPOSESFormative Assessment and The Design of Instructional Systems - R SadlerThe Role of Assessment in a Learning Culture - L ShepardTwo Disciplines of Educational Assessment - R J StigginsTowards an Educational-Psychology of Assessment for Teaching and Learning - Theories, Contexts and Validation Arguments - C K TittleMeanings and Consequences - D Wiliam and P Black A Basis for Distinguishing Formative and Summative Functions of Assessment?PART TWO: METHODS AND TECHINICAL ISSUES IN ASSESSMENTComputer-Based Assessment of Problem Solving - E L Baker and R E MayerTracking the Development of Learning Dispositions - M Carr and G ClaxtonThreats to the Valid use of Assessments - T J Crooks, M T Kane and A S CohenAlternative Assessment - C Gipps and G StobartTrusting Teachers' Judgment - W Harlen Research Evidence of the Reliability and Validity of Teachers' Assessment Used for Summative PurposesLarge-Scale Portfolio Assessment in the US - D Koretz Evidence Pertaining to the Quality of MeasurementBrains on the Table - D Leat and A Nichols Diagnostic and Formative Assessment Through ObservationComplex, Performance-Based Assessment - R L Linn, E Baker and S Dunbar Expectations and Validation CriteriaValidity - S MessickCurriculum-Based Continuous Assessment - A J Nitko A Framework for Concepts, Procedures and PolicyWhat's Wrong - and What's Right - With Rubrics - W J PophamAssessing the Thinking Curriculum - L B Resnick and D P Resnick New Tools for Educational ReformVOLUME III CONTINUES FROM PART TWO: METHODS AND TECHNICAL ISSUES IN ASSESSMENTSampling Variability of Performance Assessments - R J Shavelson, G P Baxter and X GaoEvaluating Test Validity - L ShepardTeachers' Assessment of Students' Research Skills - K Stokking, M van der Schaaf, J Jaspers and G ErkensFrom Principles to Practice - M Wilson and K Sloane An Embedded Assessment SystemTests Worth Teaching to - S S Yeh Constructing State-Mandated Tests That Emphasise Critical ThinkingPART THREE: NATIONAL AND INTERNATIONAL ASSESSMENTPolicy Perils and International Comparisons - J M Atkin and P J Black The TIMSS CaseAPU Science - The Past and the Future - P J BlackInternational Adult Literacy Survey (IALS) - A Blum, H Goldstein and H F Guerin-Pace An Analysis of International Comparisons of Adult LiteracyFIMS and SIMS - M Brown The First Two IEA International Mathematics SurveysNationally Normed Elementary Achievement Testing in America's Public Schools - J Cannell How all 50 States are Above the National AverageThe Role of Public Examinations in Defining and Monitoring Standards - M J CresswellDevelopment of TIMSS Performance Assessment Tasks - R A GardenStandards and Criteria - G V GlassInternational Comparisons of Students Attainment - H Goldstein Some Issues Arising from the PISA StudyOn the Use of Cut-Off Scores with Criterion-Referenced Tests in Instructional Settings - R K HambletonThe Assessment of Scientific Literacy in the OECD/PISA Project - W HarlenExternal (Public) Exams - T Kellaghan and G MadausIEA Studies and Educational Policy - P KellaghanComparing State and District Test Results to National Norms - R L Linn, E Graue and N M Sanders The Validity of Claims that "Everyone is Above Average "VOLUME FOUR CONTINUES FROM PART THREE: NATIONAL AND INTERNATIONAL ASSESSMENTIssues Relating to Curriculum, Policy and Gender Raised by National and International Surveys in Mathematics - I RobertsonUsing Baselines Assessment Data to Make International Comparisons - P Tymms, C Merrell and P JonesPART FOUR: ASSESSMENT POLICIES AND SYSTEMSSymbolic Validation - P W Airasian The Case of State-Mandated, High Stakes TestingPerformance Assessment and Equity - E L Baker and F O'Neil, JnrDreams, Strategies and Systems - P J Black Portraits of Assessment Past, Present and FutureLarge-Scale Assessment Systems Design Principles Drawn from International Comparisons - P J Black and D WiliamRetrospective on Educational Testing and Assessment in the 20th Century - M M Clarke, G F Madaus, C L Horn and M A RamosThe Impact of Classroom Evaluation Practices on Students - T J CrooksLearning Careers or Assessment Careers?: The Impact of Assessment Systems on Learning - K Ecclestone and J PryorAccountability Testing and the Implications for Teacher Professionalism - C GippsUsing Pupil Performance Data for Judging Schools and Teachers - H Goldstein Scope and LimitationsTesting and Motivation for Learning - W Harlen and R Deakin CrickBalancing Varied Assessment Functions to Attain Systemic Validity - D T Hickey, S J Zuiker, G Taasoobshirazi, N J Schafer and M A Michael Three is the Magic NumberThe Growth of High-Stakes Testing in the USA - D Hursh Accountability, Markets and the Decline of Educational EqualityAssessment and Accountability - R L LinnTwo-Plus Decades of Educational Objectives - W J PophamPerformance Puzzles - L B ResnickFairness in Multicultural Assessment Systems - G StobartAre Standards Rising in English Primary Schools? - P TymmsTeachers Developing Assessment for Learning - D Wiliam, C Lee, C Harrison and P Black Impact on Student Achievement