Brown / Harris Handbook of Human and Social Conditions in Assessment

Erscheinungsjahr 2016
ISBN: 978-1-317-60818-9
Verlag: CRC Press
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 586 Seiten

Reihe: Educational Psychology Handbook

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.

Autoren/Hrsg.

Brown, Gavin T. L.

Harris, Lois R.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Contents

Foreword

John Hattie

Acknowledgements

- 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

- Teachers’ Perceptions about Assessment: Competing Narratives

Sarah Bonner

- Accountability assessment’s effects on teachers and schools

Sharon L. Nichols and Lois R. Harris

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

Mary Hill and Gayle Eyers

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

Mei Kuin Lai and Kim Schildkamp

- Teachers and Assessment: Enhancing Assessment Capability

Judy M. Parr and Helen S. Timperley

Section 2: Students and Assessment

- Emotions that Matter to Achievement: Student Feelings about Assessment

Elisabeth Meier and Reinhard Pekrun

- Students' Perceptions of Novel forms of Assessment

Katrien Struyven and Joana Devesa

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

Daniel L. Dinsmore and Hope E. Wilson

- Toward a Model of Student Response to Feedback

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

- 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

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

Steve L. Wise and Lisa F. Smith

- Student Perceptions of Assessment

James H. McMillan

Section 3: Classroom Conditions

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

Ernesto Panadero

- Privacy in Classroom Assessment

Robin D. Tierney and Martha J. Koch

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

Tonya R. Moon

- Assessment of collaborative learning

Jan-Willem Strijbos

- Student Self-Assessment in the Classroom

Heidi L. Andrade and Gavin T. L. Brown

- Classroom processes that support effective assessment

Bronwen Cowie and Christine Harrison

- Building Assessments That Work in Classrooms

Susan M. Brookhart

Section: Cultural Contexts

- The Impact of International Testing Projects on Policy and Practice

Janna Teltemann and Eckhard Klieme

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

Bob Lingard and Steven Lewis

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

Kerry J. Kennedy

- Educational assessment in Muslim countries: Values, polices, and practices

Atta Gebril

- Assessment in Education in Multicultural Populations

Fons J. R. van de Vijver

- Public perceptions about assessment in education

Chad W. Buckendahl

- Computerising assessment: Impacts on education stakeholders

Irvin R. Katz and Joanna S. Gorin

- Assessment and Sociocultural Context: A Bidirectional Relationship

Kadriye Ercikan and Guillermo Solano-Flores

- The future of assessment as a human and social endeavour

Gavin T. L. Brown and Lois R. Harris

Contributing Authors

Index

Über Autor(innen)

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.

Lois R. Harris is a Senior Post-doctoral Research Fellow within the School of Education and the Arts at Central Queensland University.