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OverviewFull Product DetailsAuthor: Gavin T. L. Brown , Lois R. Harris , Lois Harris (Central Queensland University, Australia)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 17.80cm , Height: 3.60cm , Length: 25.40cm Weight: 1.179kg ISBN: 9781138811539ISBN 10: 113881153 Pages: 586 Publication Date: 11 July 2016 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsContents 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 IndexReviewsWhile 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 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 Author InformationGavin T. L. Brown is Professor and Director of the Quantitative Data Analysis and Research Unit in the Faculty of Education and Social Work at the University of Auckland, New Zealand. Lois R. Harris is a Senior Post-doctoral Research Fellow within the School of Education and the Arts at Central Queensland University, Australia. Tab Content 6Author Website:Countries AvailableAll regions |
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