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Handbook of Human and Social Conditions in Assessment
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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
Contents
Foreword
John Hattie
Acknowledgements
- Volume Introduction: The human and social experience of assessment: Valuing the person and context
- Teachers’ Perceptions about Assessment: Competing Narratives
- Accountability assessment’s effects on teachers and schools
- Moving from student to teacher: Changing perspectives about assessment through teacher education
- In-service Teacher Professional Learning: Use of assessment in data-based decision-making
- Teachers and Assessment: Enhancing Assessment Capability
- Emotions that Matter to Achievement: Student Feelings about Assessment
- Students' Perceptions of Novel forms of Assessment
- Student participation in assessment: Does it influence self-regulation?
- Toward a Model of Student Response to Feedback
- Student dishonesty in the face of assessment: Who, why, and what we can do about it
- The Validity of Assessment When Students Don’t Give Good Effort
- Student Perceptions of Assessment
- Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions
- Privacy in Classroom Assessment
- Differentiated Instruction and Assessment: An Approach to Classroom Assessment in Conditions of Student Diversity
- Assessment of collaborative learning
- Student Self-Assessment in the Classroom
- Classroom processes that support effective assessment
- Building Assessments That Work in Classrooms
- The Impact of International Testing Projects on Policy and Practice
- Globalization of the Anglo-American approach to top-down, test-based educational accountability
- Exploring the Influence of Culture on Assessment: The Case of Teachers’ Conceptions of Assessment in Confucian-Heritage Cultures
- Educational assessment in Muslim countries: Values, polices, and practices
- Assessment in Education in Multicultural Populations
- Public perceptions about assessment in education
- Computerising assessment: Impacts on education stakeholders
- Assessment and Sociocultural Context: A Bidirectional Relationship
- The future of assessment as a human and social endeavour
Lois R. Harris and Gavin T. L. Brown
Section 1: Teachers and Assessment
Sarah Bonner
Sharon L. Nichols and Lois R. Harris
Mary Hill and Gayle Eyers
Mei Kuin Lai and Kim Schildkamp
Judy M. Parr and Helen S. Timperley
Section 2: Students and Assessment
Elisabeth Vogl and Reinhard Pekrun
Katrien Struyven and Joana Devesa
Daniel L. Dinsmore and Hope E. Wilson
Anastasiya A. Lipnevich, David A. G. Berg and Jeffrey K. Smith
Tamera B. Murdock, Jason M. Stephens, and Morgan M. Grotewiel
Steve L. Wise and Lisa F. Smith
James H. McMillan
Section 3: Classroom Conditions
Ernesto Panadero
Robin D. Tierney and Martha J. Koch
Tonya R. Moon
Jan-Willem Strijbos
Heidi L. Andrade and Gavin T. L. Brown
Bronwen Cowie and Christine Harrison
Susan M. Brookhart
Section: Cultural Contexts
Janna Teltemann and Eckhard Klieme
Bob Lingard and Steven Lewis
Kerry J. Kennedy
Atta Gebril
Fons J. R. van de Vijver
Chad W. Buckendahl
Irvin R. Katz and Joanna S. Gorin
Kadriye Ercikan and Guillermo Solano-Flores
Gavin T. L. Brown and Lois R. Harris
Contributing Authors
Index
Editor(s)
Biography
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.Reviews
"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