Handbook of Human and Social Conditions in Assessment

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. Harrisis a Senior Post-doctoral Research Fellow within the School of Education and the Arts at Central Queensland University, Australia.

• ContentsForewordJohn HattieAcknowledgements Volume Introduction: The human and social experience of assessment: Valuing the person and contextLois R. Harris and Gavin T. L. BrownSection 1: Teachers and Assessment Teachers’ Perceptions about Assessment: Competing NarrativesSarah 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 educationMary Hill and Gayle Eyers In-service Teacher Professional Learning: Use of assessment in data-based decision-makingMei Kuin Lai and Kim Schildkamp Teachers and Assessment: Enhancing Assessment CapabilityJudy M. Parr and Helen S. TimperleySection 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 FeedbackAnastasiya 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 EffortSteve L. Wise and Lisa F. Smith Student Perceptions of AssessmentJames H. McMillanSection 3: Classroom Conditions Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directionsErnesto Panadero Privacy in Classroom AssessmentRobin D. Tierney and Martha J. Koch Differentiated Instruction and Assessment: An Approach to Classroom Assessment in Conditions of Student DiversityTonya R. Moon Assessment of collaborative learningJan-Willem Strijbos Student Self-Assessment in the ClassroomHeidi L. Andrade and Gavin T. L. Brown Classroom processes that support effective assessmentBronwen Cowie and Christine Harrison Building Assessments That Work in ClassroomsSusan M. BrookhartSection: Cultural Contexts The Impact of International Testing Projects on Policy and PracticeJanna Teltemann and Eckhard Klieme Globalization of the Anglo-American approach to top-down, test-based educational accountabilityBob Lingard and Steven Lewis Exploring the Influence of Culture on Assessment: The Case of Teachers’ Conceptions of Assessment in Confucian-Heritage CulturesKerry J. Kennedy Educational assessment in Muslim countries: Values, polices, and practicesAtta Gebril Assessment in Education in Multicultural PopulationsFons J. R. van de Vijver Public perceptions about assessment in educationChad W. Buckendahl Computerising assessment: Impacts on education stakeholdersIrvin R. Katz and Joanna S. Gorin Assessment and Sociocultural Context: A Bidirectional RelationshipKadriye Ercikan and Guillermo Solano-Flores The future of assessment as a human and social endeavourGavin T. L. Brown and Lois R. HarrisContributing AuthorsIndex

"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