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. Mc Millan 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 Content
Preface
1. Why We Need Research on Classroom Assessment – James H. Mc Millan
2. Classroom Assessment in the Context of Learning Theory and Research – Heidi L. Andrade
3. Classroom Assessment in the Context of Motivation Theory and Research – Susan M. Brookhart
4. Classroom Assessment in the Context of High Stakes Testing – M. Christina Schneider, Karla L. Egan, & Marc W. Julian
5. Historical Context of Classroom Assessment Research – Cynthia Campbell
6. Validity in Classroom Assessment: Purposes, Properties, and Principles – Sarah M. Bonner
7. Reliability in Classroom Assessment – Jay Parkes
8. Fairness in Classroom Assessment – Robin D. Tierney
9. Measuring Classroom Assessment Practices – Bruce Randel and Tedra Clark
10. Formative and Summative Aspects of Assessment: Theoretical and Research – Paul Black
11. Gathering Evidence of Student Understanding – Margaret Heritage
12. Feedback and Instructional Correctives – Dylan Wiliam
13. Examining Formative Feedback in the Classroom Context: New Research – Maria Araceli Ruiz-Primo & Min Li
14. Research on Classroom Summative Assessment – Connie M. Moss
15. Grading – Susan M. Brookhart
16. Constructed-Response Approaches for Classroom Assessment – Thomas P. Hogan
17. Writing Selected-Response Items for Classroom Assessment – Michael C. Rodriguez & Thomas M. Haladyna
18. Performance Assessment – Suzanne Lane
19. Portfolios and E-Portfolios: Student Reflection, Self-Assessment and Goal – Susan F. Belgrad
20. Understanding and Assessing the Social-Emotional Attributes of Classrooms – Susan E. Rivers, Carolin Hagelskamp, & Marc A. Brackett
21. Student Self-Assessment – Gavin T. L. Brown & Lois R. Harris
22. Peers as a Source of Formative and Summative Assessment – Keith J. Topping
23. Differentiation and Classroom Assessment – Carol Ann Tomlinson and Tonya R. Moon
24. Classroom Assessment in Special Education – Yaoying Xu
25. Classroom Assessment in Mathematics – Maggie B. Bc Gatha and William S. Bush
26. Research on Assessment in the Social Studies Classroom – Cheryl A. Torrez and Elizabeth Ann Claunch-Lebsack
27. Assessment in the Science Classroom: Priorities, Practices and Prospects – Bronwen Cowie
28. Classroom Assessment in Writing – Judy M. Parr
Index
About the Authors
About the author
James H. Mc Millan is Professor and Chair of the Department of Foundations of Education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the Ph D in Education program. He is also Executive Director of the Metropolitan Educational Research Consortium, a partnership of Virginia Commonwealth University and eight Richmond-area school divisions that conducts and disseminates applied research. His current research interests include classroom and large-scale formative assessment. He has recently published the fifth edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educational research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educational Measurement: Issues and Practice.
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