Handbook of Human and Social Conditions in Assessment

Name: Handbook of Human and Social Conditions in Assessment
Brand: Routledge
Price: 158.99 EUR
Availability: OnlineOnly

Gavin Brown Lois Harris(Herausgeber*in)

Routledge (Verlag)

Erschienen am 23. Juni 2016

586 Seiten

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Beschreibung

The Handbook of Human and Social Conditions in Assessment is the first book to explore assessment issues and opportunities occurring due to the real world of human, cultural, historical, and societal influences upon assessment practices, policies, and statistical modeling. With chapters written by experts in the field, this book engages with numerous forms of assessment: from classroom-level formative assessment practices to national accountability and international comparative testing practices all of which are significantly influenced by social and cultural conditions. A unique and timely contribution to the field of Educational Psychology, the Handbook of Human and Social Conditions in Assessment is written for researchers, educators, and policy makers interested in how social and human complexity affect assessment at all levels of learning.

Organized into four sections, this volume examines assessment in relation to teachers, students, classroom conditions, and cultural factors. Each section is comprised of a series of chapters, followed by a discussant chapter that synthesizes key ideas and offers directions for future research. Taken together, the chapters in this volume demonstrate that teachers, test creators, and policy makers must account for the human and social conditions that shape assessment if they are to implement successful assessment practices which accomplish their intended outcomes.

Rezensionen / Stimmen

"While there is no shortage of opinions-some well informed, others not so much-about the role and value of educational testing in contemporary society, it is clear that the nature and quality of assessment have had a strong influence on teaching and learning. Handbook of Human and Social Conditions in Assessment brings together for the first time scholars and measurement experts from around the world to explore the subtle interplay of assessment methods, their social contexts, and the people affected by these tests and measurements. This is an important book because it offers a synthesis of current knowledge about testing and assessment, and it identifies the salient issues that require further understanding-particularly with respect to standardized testing's influence on policy and practice. It is a must-read for educators and policymakers alike."

--Howard Everson, Professor and Director, Center for Advanced Study in Education, The Graduate Center, CUNY, USA

Weitere Details

Weitere Ausgaben

Personen

Inhalt

Contents

Foreword

John Hattie

Acknowledgements

Volume Introduction: The human and social experience of assessment: Valuing the person and context
Lois R. Harris and Gavin T. L. Brown

Section 1: Teachers and Assessment

Teachers' Perceptions about Assessment: Competing Narratives
Sarah Bonner

Accountability assessment's effects on teachers and schools
Sharon L. Nichols and Lois R. Harris

Moving from student to teacher: Changing perspectives about assessment through teacher education
Mary Hill and Gayle Eyers

In-service Teacher Professional Learning: Use of assessment in data-based decision-making
Mei Kuin Lai and Kim Schildkamp

Teachers and Assessment: Enhancing Assessment Capability
Judy M. Parr and Helen S. Timperley

Section 2: Students and Assessment

Emotions that Matter to Achievement: Student Feelings about Assessment
Elisabeth Vogl and Reinhard Pekrun

Students' Perceptions of Novel forms of Assessment
Katrien Struyven and Joana Devesa

Student participation in assessment: Does it influence self-regulation?
Daniel L. Dinsmore and Hope E. Wilson

Toward a Model of Student Response to Feedback
Anastasiya A. Lipnevich, David A. G. Berg and Jeffrey K. Smith

Student dishonesty in the face of assessment: Who, why, and what we can do about it
Tamera B. Murdock, Jason M. Stephens, and Morgan M. Grotewiel

The Validity of Assessment When Students Don't Give Good Effort
Steve L. Wise and Lisa F. Smith

Student Perceptions of Assessment
James H. McMillan

Section 3: Classroom Conditions

Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions
Ernesto Panadero

Privacy in Classroom Assessment
Robin D. Tierney and Martha J. Koch

Differentiated Instruction and Assessment: An Approach to Classroom Assessment in Conditions of Student Diversity
Tonya R. Moon

Assessment of collaborative learning
Jan-Willem Strijbos

Student Self-Assessment in the Classroom
Heidi L. Andrade and Gavin T. L. Brown

Classroom processes that support effective assessment
Bronwen Cowie and Christine Harrison

Building Assessments That Work in Classrooms
Susan M. Brookhart

Section: Cultural Contexts

The Impact of International Testing Projects on Policy and Practice
Janna Teltemann and Eckhard Klieme

Globalization of the Anglo-American approach to top-down, test-based educational accountability
Bob Lingard and Steven Lewis

Exploring the Influence of Culture on Assessment: The Case of Teachers' Conceptions of Assessment in Confucian-Heritage Cultures
Kerry J. Kennedy

Educational assessment in Muslim countries: Values, polices, and practices
Atta Gebril

Assessment in Education in Multicultural Populations
Fons J. R. van de Vijver

Public perceptions about assessment in education
Chad W. Buckendahl

Computerising assessment: Impacts on education stakeholders
Irvin R. Katz and Joanna S. Gorin

Assessment and Sociocultural Context: A Bidirectional Relationship
Kadriye Ercikan and Guillermo Solano-Flores

The future of assessment as a human and social endeavour

Gavin T. L. Brown and Lois R. Harris

Contributing Authors

Index

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