Handbook of Human and Social Conditions in Assessment  book cover
1st Edition

Handbook of Human and Social Conditions in Assessment

ISBN 9781138811553
Published July 14, 2016 by Routledge
586 Pages

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Book 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.

Table of Contents



John Hattie


  1. Volume Introduction: The human and social experience of assessment: Valuing the person and context
  2. Lois R. Harris and Gavin T. L. Brown

    Section 1: Teachers and Assessment

  3. Teachers’ Perceptions about Assessment: Competing Narratives
  4. Sarah Bonner

  5. Accountability assessment’s effects on teachers and schools
  6. Sharon L. Nichols and Lois R. Harris

  7. Moving from student to teacher: Changing perspectives about assessment through teacher education
  8. Mary Hill and Gayle Eyers

  9. In-service Teacher Professional Learning: Use of assessment in data-based decision-making
  10. Mei Kuin Lai and Kim Schildkamp

  11. Teachers and Assessment: Enhancing Assessment Capability
  12. Judy M. Parr and Helen S. Timperley

    Section 2: Students and Assessment

  13. Emotions that Matter to Achievement: Student Feelings about Assessment
  14. Elisabeth Vogl and Reinhard Pekrun

  15. Students' Perceptions of Novel forms of Assessment
  16. Katrien Struyven and Joana Devesa

  17. Student participation in assessment: Does it influence self-regulation?
  18. Daniel L. Dinsmore and Hope E. Wilson

  19. Toward a Model of Student Response to Feedback
  20. Anastasiya A. Lipnevich, David A. G. Berg and Jeffrey K. Smith

  21. Student dishonesty in the face of assessment: Who, why, and what we can do about it
  22. Tamera B. Murdock, Jason M. Stephens, and Morgan M. Grotewiel

  23. The Validity of Assessment When Students Don’t Give Good Effort
  24. Steve L. Wise and Lisa F. Smith

  25. Student Perceptions of Assessment
  26. James H. McMillan

    Section 3: Classroom Conditions

  27. Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions
  28. Ernesto Panadero

  29. Privacy in Classroom Assessment
  30. Robin D. Tierney and Martha J. Koch

  31. Differentiated Instruction and Assessment: An Approach to Classroom Assessment in Conditions of Student Diversity
  32. Tonya R. Moon

  33. Assessment of collaborative learning
  34. Jan-Willem Strijbos

  35. Student Self-Assessment in the Classroom
  36. Heidi L. Andrade and Gavin T. L. Brown

  37. Classroom processes that support effective assessment
  38. Bronwen Cowie and Christine Harrison

  39. Building Assessments That Work in Classrooms
  40. Susan M. Brookhart

    Section: Cultural Contexts

  41. The Impact of International Testing Projects on Policy and Practice
  42. Janna Teltemann and Eckhard Klieme

  43. Globalization of the Anglo-American approach to top-down, test-based educational accountability
  44. Bob Lingard and Steven Lewis

  45. Exploring the Influence of Culture on Assessment: The Case of Teachers’ Conceptions of Assessment in Confucian-Heritage Cultures
  46. Kerry J. Kennedy

  47. Educational assessment in Muslim countries: Values, polices, and practices
  48. Atta Gebril

  49. Assessment in Education in Multicultural Populations
  50. Fons J. R. van de Vijver

  51. Public perceptions about assessment in education
  52. Chad W. Buckendahl

  53. Computerising assessment: Impacts on education stakeholders
  54. Irvin R. Katz and Joanna S. Gorin

  55. Assessment and Sociocultural Context: A Bidirectional Relationship
  56. Kadriye Ercikan and Guillermo Solano-Flores

  57. The future of assessment as a human and social endeavour

Gavin T. L. Brown and Lois R. Harris

Contributing Authors


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Gavin 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.


"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