Assessment in Education

Professor John Gardner (PhD  MSc  PGCE  BSc  FBCS  CITP  CEng  AcSS FCIEA) is Deputy Principal (Education and Students) at the University of Stirling. His main research and teaching interests include policy and practice in all sectors of education, particularly in relation to assessment and information technology.He has over 120 academic publications and has authored or co-authored seven books, the most recent being: Assessment and Learning (2012, Sage), Developing Teacher Assessment (2010, McGraw-Hill/Open University) and The Classroom X-Factor (2011, Routledge).

• VOLUME ONE: TEACHER ASSESSMENT (I.E. ASSESSMENT BY TEACHERS)Effects of Frequent Classroom Testing - Robert Bangert-Drowns, James Kulik and Chen-Lin KulikQuestioning in Classrooms – A Sociolinguistic Perspective - William CarlsenAccuracy of Teacher Judgments of Student Responses to Standardized Test Items - Theodore ColadarciA Factorial Experiment in Teachers’ Written Feedback on Student Homework: Changing Teacher Behaviour a Little Rather than a Lot - Maria Cardelle Elawar and Lyn CornoEngaging and Empowering Teachers in Innovative Assessment Practice - John Gardner et al.A Study of Teacher Assessment at Key Stage 1 - Kathy Hall et al.Analysis of Teacher Judgments of Pupil Achievement Levels - Robert Hoge and Robert ButcherOn the Reliability of High-Stakes Teacher Assessment - Sandra JohnsonRelations among Teacher Rankings, Pupil-Teacher Interactions, and Academic Achievement: A Test of the Teacher Expectancy Hypothesis - Sally Luce and Robert HogeThe Correspondence between Teacher Questions and Student Answers in Classroom Discourse - Stephen Mills et al.Wait Time: Slowing Down May Be a Way of Speeding Up - Mary Budd RoweReview of Teacher Assessment: What Works Best and Issues for Development - Gordon Stanley et al.Predictive Value of Teachers’ Ratings of Young Children - Harold Stevenson et al.VOLUME TWO: COMPUTERIZED APPROACHES TO ASSESSMENTTesting in a Computer Technology Course: An Investigation of Equivalency in Performance between Online and Paper and Pencil Methods - Melody Alexander et al. Inexorable and Inevitable: The Continuing Story of Technology and Assessment - Randy Elliot BennettEffects of Computer-based Tests on the Achievement, Anxiety, and Attitudes of Grade 10 Science Students - Christine Chin, J. Stuart Donn and Robert ConryA Comparison of Item Calibration Media in Computerized Adaptive Testing - Rebecca Hetter, Daniel Segall and Bruce BloxomA Quasi-Experimental Assessment of the Effect of Computerizing Noncognitive Paper Measurements: A Test of Measurement Equivalence - Wesley C. King and Edward MilesEquivalence of Computerized and Paper Cognitive Ability Tests: A Meta-Analysis - Alan Mead and Fritz DrasgowComputerization of Paper Tests: When Are They Equivalent? - George Neuman and Ramzi BaydounThe Score Equivalence of Paper and Computerized Versions of a Speeded Test of Reading Comprehension - Mark Pomplun, Sharon Frey and Douglas BeckerDevelopment and Appraisal of Devices Providing Immediate Automatic Scoring of Objective Tests and Concomitant Self-Instruction - S. PressyTesting on Computers: A Follow-up Study Comparing Performance on Computer and on Paper - Michael RussellInfluence of Computer Print on Rater Scores - Michael RussellAn Alternative Method for Scoring Adaptive Tests - Martha StockingComparability of Computer-based and Pencil and Paper Testing in K-12 Reading Assessments: A Meta-Analyisis of Testing Mode Effects - Shudong Wang et al. Protecting the Integrity of Computerized Testing Item Pools - Walter WayPractical Issues in Developing and Maintaining a Computerized Adaptive Testing Program - Steven Wise and G. Gage KingsburyVOLUME THREE: ASSESSMENT IN SUPPORT OF LEARNINGThe Instructional Effect of Feedback in Test-Like Events - Robert Bangert-Drowns et al.Negative Effects of Destructive Criticism: Impact on Conflict, Self-Efficacy and Task Performance - Robert BaronLearning How to Learn and Assessment for Learning: A Theoretical Inquiry - Paul Black et al. Developing a Theory of Formative Assessment. - Paul Black and Dylan WiliamFormative Evaluation Effects on Learning Music - Marie-Michele Boulet, Gilles Simard and Dorvalino DemeloEffects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance - Ruth Butler and Mordecai NisanA Model of Formative Assessment in Science Education - Bronwen Cowie and Beverley BellEffects of Internally Focused Feedback on Enhancement of Academic Self-Concept - Rhonda Craven, Herbert Marsh and Raymond DebusThe Impact of Classroom Evaluation Practices on Students - Terence CrooksItem-by-Item Feedback and Multiple Choice Test Performance - R. Stephen Fulmer and Harry RollingsQuality Assessment Practice - John GardnerThe Effect of Practice With and Without Knowledge of Results in Grading Handwriting - A.R. GillilandEnhancing Peer Interaction and Learning in the Classroom through Reciprocal Questioning - Alison KingThe Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory - Avraham Kluger and Angelo Denisi The Effects of a Self-Monitoring Process on College Students’ Learning in an Introductory Statistics Course - William Lan, Loretta Bradley and Gerald ParrA Comparison of Teacher-Monitoring, Peer-Monitoring, and Self-Monitoring with Curriculum-based Measurement in Reading among Students with Learning Disabilities - Barry McCurdy and Edward ShapiroProgressive Assessment for Learning and Certification: Some Lessons from School-based Assessment in Queensland - Graham MaxwellTeacher Comments and Student Performance: A Seventy-Four Classroom Experiment in School Motivation - Ellis Batten PageProfessional Learning as a Condition for Assessment for Learning - David Pedder and Mary JamesFormative Assessment and the Design of Instructional Systems - D. Royce SadlerFormative Assessment: Revisiting the Territory - D. Royce SadlerGoal and Self-Evaluative Influences during Children’s Cognitive Skill Learning - Dale SchunkPeer, Self and Tutor Assessment: Relative Reliabilities - Lorraine StefaniProviding Item Feedback in Computer-based Tests: Effects of Initial Success and Failure - Steven Wise et al.VOLUME FOUR: ETHICAL DIMENSIONS OF EDUCATIONAL ASSESSMENTThe No Child Left behind Act and English Language Learners: Assessment and Accountability Issues - Jamal AbediHigh-Stakes Testing, Uncertainty, and Student Learning - Audrey Amrein and David BerlinerNo Child Left behind: Repealing and Unpeeling Federal Language Education Policy in the United States - Bruce Evans and Nancy HornbergerWhat’s in a Grade? School Report Cards and House Prices - David Figlio and Maurice LucasThe Potential Impact of the No Child Left behind Act on Equity and Diversity in American Education - Lance FusarelliAssessment and Social Justice - John Gardner, Bryn Holmes and Ruth LeitchWhite-Black Achievement Differences: The Narrowing Gap - Lyle JonesWhat Do Test Scores in Texas Tell Us? - Stephen Klein et al.Consequences of Assessment: What Is the Evidence? - William MehrensThe Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High Stakes Testing - Melissa Roderick and Mimi EngelEquity and High Stakes Testing: Implications for Computerized Testing - Rosemary Sutton

′Assessment continues to be one of the most powerful influences - for good or ill - on students′ educational experience.  Efforts to improve assessment practice are therefore urgent. Much is known about what is needed but knowing how this might be achieved often remains elusive. This Major Work provides some answers by bringing together important innovations in assessment technology and practice.′