Handbook of Human and Social Conditions in Assessment
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Handbook of Human and Social Conditions in Assessment

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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.
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Product details

  • Hardback | 570 pages
  • 178 x 254 x 35.56mm | 1,179g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 14 Line drawings, black and white; 1 Halftones, black and white; 15 Tables, black and white
  • 113881153X
  • 9781138811539

Table of contents

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 Vogl 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
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Review quote

"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
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About Lois R. Harris

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.
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