Handbook of Human and Social Conditions in Assessment

1. The human and social experience of assessment: Volume introduction

Lois R. Harris & Gavin T. L. Brown

2. Teachers’ Perceptions about Assessment: Competing Narratives

Sarah Bonner

3. Accountability assessment’s effects on teachers and schools

Sharon Nichols & Lois R. Harris

4. Moving from student to teacher: Changing perspectives about assessment through teacher education

Mary Hill & Gayle Eyers

5. In-service Teacher Professional Learning: Use of assessment in data-based decision-making

Mei Kuin Lai & Kim Schildkamp

6. Section Discussion- Teachers and Assessment: Enhancing Assessment Capability

Judy Parr & Helen Timperley

7. Emotions that matter to achievement: Student feelings about assessment

Elisabeth Meier & Reinhard Pekrun

8. Students' Perceptions of Novel forms of Assessment

Katrien Struyven & Joana Devesa

9. Student participation in assessment: Does it influence self-regulation?

Daniel Dinsmore & Hope E. Wilson

10. Toward a Model of Student Response to Feedback

Anastasiya A Lipnevich, David A. G. Berg, Jeff Smith

11. Student dishonesty in the face of assessment: Who, why and what we can do about it

Tamera Murdock, Jason M. Stephens, & Morgan Groteweil

12. The Validity of Assessment When Students Don’t Give Good Effort

Steve Wise & Lisa Smith

13. Section Discussion-Student perceptions of assessment

James McMillan

14. Social, interpersonal, and human effects of peer assessment: A review and future directions

Ernesto Panadero

15. Privacy in classroom assessment

Robin Tierney & Martha Koch

16. Balancing diversity with equity: Implementing assessment variations in the classroom setting

Tonya Moon

17. Assessment of collaborative learning

Jan-Willem Strijbos

18. Student self-assessment in the classroom

Heidi Andrade & Gavin T. L. Brown

19. Classroom processes that support effective assessment

Bronwen Cowie & Christine Harrison

20. Section Discussion-Building assessments that work in classrooms

Sue Brookhart

21. The impact of international testing projects on policy and practice

Janna Teltemann & Eckhard Klieme

22. Globalization of the Anglo-American approach to top-down, test-based educational accountability

Bob Lingard & Steve Lewis

23. Exploring the Influence of Culture on Assessment: The Case of Teachers’ Conceptions of Assessment in Confucian-Heritage Cultures

Kerry Kennedy

24. Educational assessment in Muslim countries: Values, polices, and practices

Atta Gebril

25. Assessment in education in multicultural populations

Fons van de Vijver

26. Public perceptions about assessment

Chad Buckendahl

27. Computerising assessment: Impacts on education stakeholders

Irvin R. Katz & Joanna S. Gorin

28. Section Discussion- Assessment and Sociocultural Context: A Bidirectional Relationship

Kadriye Ercikan & Guillermo Solano-Flores

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

          Gavin T. L. Brown & Lois R. Harris

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.

"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