Handbook of Human and Social Conditions in Assessment

by Gavin T. L. Brown, Lois R. Harris

Overview

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.

Product Details

ISBN-13:	9781317608172
Publisher:	Taylor & Francis
Publication date:	06/23/2016
Series:	Educational Psychology Handbook
Sold by:	Barnes & Noble
Format:	eBook
Pages:	586
File size:	3 MB

About the Author

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.

Table of Contents

Contents

Foreword

John Hattie

Acknowledgements

1. Volume Introduction: The human and social experience of assessment: Valuing the person and context

Lois R. Harris and Gavin T. L. Brown

Section 1: Teachers and Assessment

2. Teachers’ Perceptions about Assessment: Competing Narratives

Sarah Bonner

3. Accountability assessment’s effects on teachers and schools

Sharon L. Nichols and Lois R. Harris

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

Mary Hill and Gayle Eyers

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

Mei Kuin Lai and Kim Schildkamp

6. Teachers and Assessment: Enhancing Assessment Capability

Judy M. Parr and Helen S. Timperley

Section 2: Students and Assessment

7. Emotions that Matter to Achievement: Student Feelings about Assessment

Elisabeth Vogl and Reinhard Pekrun

8. Students' Perceptions of Novel forms of Assessment

Katrien Struyven and Joana Devesa

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

Daniel L. Dinsmore and Hope E. Wilson

10. Toward a Model of Student Response to Feedback

Anastasiya A. Lipnevich, David A. G. Berg and Jeffrey K. Smith

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

Tamera B. Murdock, Jason M. Stephens, and Morgan M. Grotewiel

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

Steve L. Wise and Lisa F. Smith

13. Student Perceptions of Assessment

James H. McMillan

Section 3: Classroom Conditions

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

Ernesto Panadero

15. Privacy in Classroom Assessment

Robin D. Tierney and Martha J. Koch

16. Differentiated Instruction and Assessment: An Approach to Classroom Assessment in Conditions of Student Diversity

Tonya R. Moon

17. Assessment of collaborative learning

Jan-Willem Strijbos

18. Student Self-Assessment in the Classroom

Heidi L. Andrade and Gavin T. L. Brown

19. Classroom processes that support effective assessment

Bronwen Cowie and Christine Harrison

20. Building Assessments That Work in Classrooms

Susan M. Brookhart

Section: Cultural Contexts

21. The Impact of International Testing Projects on Policy and Practice

Janna Teltemann and Eckhard Klieme

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

Bob Lingard and Steven Lewis

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

Kerry J. Kennedy

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

Atta Gebril

25. Assessment in Education in Multicultural Populations

Fons J. R. van de Vijver

26. Public perceptions about assessment in education

Chad W. Buckendahl

27. Computerising assessment: Impacts on education stakeholders

Irvin R. Katz and Joanna S. Gorin

28. Assessment and Sociocultural Context: A Bidirectional Relationship

Kadriye Ercikan and Guillermo Solano-Flores

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

Gavin T. L. Brown and Lois R. Harris

Contributing Authors

Index

Editorial 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

From the Publisher