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Handbook of Human and Social Conditions in Assessment de Gavin T. L. Brown

Handbook of Human and Social Conditions in Assessment: Educational Psychology Handbook

Autor Gavin T. L. Brown, Lois R. Harris
en Limba Engleză Paperback – 14 iul 2016
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.
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Specificații

ISBN-13: 9781138811553
ISBN-10: 1138811556
Pagini: 586
Ilustrații: 15
Dimensiuni: 178 x 254 x 33 mm
Greutate: 1.02 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Educational Psychology Handbook

Locul publicării:Oxford, United Kingdom

Cuprins

Contents
Foreword
John Hattie
Acknowledgements
  1. Volume Introduction: The human and social experience of assessment: Valuing the person and contextLois R. Harris and Gavin T. L. Brown
    Section 1: Teachers and Assessment
  2. Teachers’ Perceptions about Assessment: Competing NarrativesSarah Bonner
  3. Accountability assessment’s effects on teachers and schoolsSharon L. Nichols and Lois R. Harris
  4. Moving from student to teacher: Changing perspectives about assessment through teacher educationMary Hill and Gayle Eyers
  5. In-service Teacher Professional Learning: Use of assessment in data-based decision-makingMei Kuin Lai and Kim Schildkamp
  6. Teachers and Assessment: Enhancing Assessment CapabilityJudy M. Parr and Helen S. Timperley
    Section 2: Students and Assessment
  7. Emotions that Matter to Achievement: Student Feelings about AssessmentElisabeth Vogl and Reinhard Pekrun
  8. Students' Perceptions of Novel forms of AssessmentKatrien 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 FeedbackAnastasiya 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 itTamera B. Murdock, Jason M. Stephens, and Morgan M. Grotewiel
  12. The Validity of Assessment When Students Don’t Give Good EffortSteve L. Wise and Lisa F. Smith
  13. Student Perceptions of AssessmentJames H. McMillan
    Section 3: Classroom Conditions
  14. Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directionsErnesto Panadero
  15. Privacy in Classroom AssessmentRobin D. Tierney and Martha J. Koch
  16. Differentiated Instruction and Assessment: An Approach to Classroom Assessment in Conditions of Student DiversityTonya R. Moon
  17. Assessment of collaborative learningJan-Willem Strijbos
  18. Student Self-Assessment in the ClassroomHeidi L. Andrade and Gavin T. L. Brown
  19. Classroom processes that support effective assessmentBronwen Cowie and Christine Harrison
  20. Building Assessments That Work in ClassroomsSusan M. Brookhart
    Section: Cultural Contexts
  21. The Impact of International Testing Projects on Policy and PracticeJanna Teltemann and Eckhard Klieme
  22. Globalization of the Anglo-American approach to top-down, test-based educational accountabilityBob Lingard and Steven Lewis
  23. Exploring the Influence of Culture on Assessment: The Case of Teachers’ Conceptions of Assessment in Confucian-Heritage CulturesKerry J. Kennedy
  24. Educational assessment in Muslim countries: Values, polices, and practicesAtta Gebril
  25. Assessment in Education in Multicultural PopulationsFons J. R. van de Vijver
  26. Public perceptions about assessment in educationChad W. Buckendahl
  27. Computerising assessment: Impacts on education stakeholdersIrvin R. Katz and Joanna S. Gorin
  28. Assessment and Sociocultural Context: A Bidirectional RelationshipKadriye 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

Notă biografică

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.

Recenzii

"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

Descriere

This book will be an unprecedented resource for researchers and scholars interested in the human factors that affect assessment and how they impact teaching, learning, and assessment itself.