Sage Handbook of Research on Classroom Assessment

Sage Handbook of Research on Classroom Assessment

By: James H. McMillan (editor)Hardback

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"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. McMillan 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. The Handbook is organized into six sections to present research in most areas of classroom assessment: section A: provides an overview of connections between classroom assessment and learning and motivation theory and research, as well as technical and measurement issues that are important for reading subsequent chapters; section B: includes chapters on technical measurement principles and topics that help assure the quality of research on classroom assessment; section C: focuses on formative assessment, from theoretical perspectives to considerations of gathering evidence, giving feedback to students, and instructional correctives. Section D: includes two chapters on summative assessment and grading; section E: emphasizes important methods of classroom assessment, including different types of items and tests, and performance and portfolio assessment; section F: contains chapters on assessment for differentiated instruction, special needs students, and different subjects, including mathematics, reading, writing, social studies, and science. Contributing authors include Sue Brookhart, Heidi Andrade, Paul Black, Ayita Ruiz-Primo, Sarah Bonner, Margaret Heritage, Suzanne Lane, Gavin Brown, and Carol Tomlinson.

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About Author

James H. McMillan 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 PhD 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.


Preface 1. Why We Need Research on Classroom Assessment - James H. McMillan 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. BcGatha 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

Product Details

  • publication date: 12/12/2012
  • ISBN13: 9781412995870
  • Format: Hardback
  • Number Of Pages: 576
  • ID: 9781412995870
  • weight: 1134
  • ISBN10: 1412995876

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