1st Edition

Handbook of Human and Social Conditions in Assessment

By Gavin T. L. Brown, Lois R. Harris Copyright 2016
    586 Pages
    by Routledge

    586 Pages
    by Routledge

    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.

    1. The human and social experience of assessment: Volume introduction
    2. Lois R. Harris & Gavin T. L. Brown

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

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

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

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

    11. Section Discussion- Teachers and Assessment: Enhancing Assessment Capability
    12. Judy Parr & Helen Timperley

    13. Emotions that matter to achievement: Student feelings about assessment
    14. Elisabeth Meier & Reinhard Pekrun

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

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

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

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

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

    25. Section Discussion-Student perceptions of assessment
    26. James McMillan

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

    29. Privacy in classroom assessment
    30. Robin Tierney & Martha Koch

    31. Balancing diversity with equity: Implementing assessment variations in the classroom setting
    32. Tonya Moon

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

    35. Student self-assessment in the classroom
    36. Heidi Andrade & Gavin T. L. Brown

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

    39. Section Discussion-Building assessments that work in classrooms
    40. Sue Brookhart

    41. The impact of international testing projects on policy and practice
    42. Janna Teltemann & Eckhard Klieme

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

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

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

    49. Assessment in education in multicultural populations
    50. Fons van de Vijver

    51. Public perceptions about assessment
    52. Chad Buckendahl

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

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

    57. The future of assessment research as a human and social endeavor

              Gavin T. L. Brown & Lois R. Harris


    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