Handbook of Formative Assessment

@contents:Section I. Conceptual Foundations of Formative Assessment

Chapter 1 Introduction: The Nature, Role, and Challenges of Formative Assessment, Gregory J. Cizek, Professor of Educational Measurement and Evaluation University of North Carolina at Chapel Hill

Chapter 2 An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment, Dylan Wiliam, Deputy Director, Institute of Education; Professor of Educational Assessment, University of London (UK)

Chapter 3 The Practical Implications of Educational Aims and Contexts for Formative Assessment, James McMillan, Professor, Foundations of Education, Virginia Commonwealth University, Richmond, VA

Section II. Formative Assessment Methods and Practice

Chapter 4 Peer Assessment: Key Characteristics and Principles for Incorporation as a Formative Assessment Technique in Classrooms, Keith J. Topping, Professor of Educational and Social Research University of Dundee (Scotland)

Chapter 5 Portfolios: Research Evidence on Effects and Summary of Best Practices for Use in a Formative Classroom Assessment Context, Anne Davies, Principal Consultant, Classroom Connections International, Courtenay, BC (Canada)

Chapter 6 Performances and Public Exhibitions of Student Work: Formative Assessment Applications and Potential Fulcrum for Change, Jill Davidson, Communications Director, Coalition of Essential Schools, Oakland, CA

Chapter 7 Formative Assessment: Concepts and Applications for Student Self-Assessment and Self-Regulation of Learning, Heidi L. Andrade, Assistant Professor of Educational Psychology and Methodology, University at Albany—SUNY

Chapter 8 The Role of Mastery Testing in Enhancing Student Achievement: Guidelines for Maximizing Benefits and Avoiding Common Implementation Errors, Thomas R. Guskey, Professor, Educational Policy Studies and Evaluation, University of Kentucky, Lexington.

Chapter 9 Technology-Aided Formative Assessment of Learning: New Developments and Applications, Michael K. Russell, Associate Professor, Boston College, Lynch School of Education

Chapter 10 Research and Strategies for Adapting Formative Assessment for Students with Special Needs, Stephen N. Elliott, Professor of Special Education and Director, Learning Sciences Institute, Vanderbilt University, Nashville, TN

Chapter 11 Formative Assessment Practices that Maximize Learning for At-Risk Students, Gerunda B. Hughes, Professor of Curriculum and Instruction, Howard University, Washington, DC

Chapter 12 Essential Teacher Competencies in Formative Classroom Assessment in K-12 Contexts, Rick Stiggins, Educational Testing Service, Portland, OR

Chapter 13 Effective Formative Assessment in College and University: Key Similarities and Differences to K-12 Practice, Thomas Angelo, Professor and Director, Teaching Development Centre, Victoria University of Wellington (New Zealand)

Chapter 14 Research on Characteristics of Effective Professional Development Programs for Enhancing Educators’ Skills in Formative Assessment, Christina Schneider, Principal Research Scientist, CTB/McGraw-Hill, Monterey, CA

Section III: Challenges and Future Directions for Formative Assessment

Chapter 15 Mixing It Up: Combining Sources of Classroom Achievement Information for Formative and Summative Purposes, Susan Brookhart, Professor of Educational Assessment, Duquesne University, Pittsburgh, PA

Chapter 16 Psychometric Challenges to Implementing Formative Assessment, Walter D. Way, Vice President, Psychometric and Research Services, Pearson Educational Measurement

Chapter 17 Strategies and Policies for Incorporating Formative Assessment into State Testing and Accountability Systems, Doug Rindone, Project Director, Council of Chief State School Officers, Washington, DC

Chapter 18 Implementing and Sustaining a Successful Large-Scale Formative Assessment System: A Case Study, Chris Gallagher, Professor of English University of Nebraska, Lincoln, NE

Chapter 19 Summing Up and Moving Forward: Key Challenges and Future Directions for Research and Development in Formative Assessment, Heidi L. Andrade, Assistant Professor of Educational Psychology and Methodology, University at Albany—SUNY

Biography

Heidi Andrade (PhD Harvard) is Assistant Professor of Educational Psychology and Methodology at the University of Albany, State University of New York where she teaches courses on classroom assessment, educational psychology, and self-regulated learning.

Gregory Cizek (PhD Michigan State University) is Professor of educational measurement and evaluation at the University of North Carolina where he teaches courses in applied testing, statistics, and research methods.

"This compilation of robustly researched, authoritative, well crafted and accessible studies…are drawn from the gaze of 31 highly respected, much published, peer-reviewed international academics. It’s these discrete perspectives that make this a comprehensive, current and highly perceptive piece of work. It is a reliable resource in twenty chapters for implementing an effective, multifaceted, interdisciplinary learning and teaching reform….an excellent read!"--British Journal of Educational Technology, 2010