Full Description
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.
Contents
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
