VOLUME ONE: TEACHER ASSESSMENT (I.E. ASSESSMENT BY TEACHERS)
Effects of Frequent Classroom Testing
Robert Bangert-Drowns, James Kulik and Chen-Lin Kulik
Questioning in Classrooms – A Sociolinguistic Perspective
Accuracy of Teacher Judgments of Student Responses to Standardized Test Items
A Factorial Experiment in Teachers’ Written Feedback on Student Homework: Changing Teacher Behaviour a Little Rather than a Lot
Maria Cardelle Elawar and Lyn Corno
Engaging 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 Butcher
On the Reliability of High-Stakes Teacher Assessment
Relations among Teacher Rankings, Pupil-Teacher Interactions, and Academic Achievement: A Test of the Teacher Expectancy Hypothesis
Sally Luce and Robert Hoge
The 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 Rowe
Review 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 ASSESSMENT
Testing 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 Bennett
Effects of Computer-based Tests on the Achievement, Anxiety, and Attitudes of Grade 10 Science Students
Christine Chin, J. Stuart Donn and Robert Conry
A Comparison of Item Calibration Media in Computerized Adaptive Testing
Rebecca Hetter, Daniel Segall and Bruce Bloxom
A Quasi-Experimental Assessment of the Effect of Computerizing Noncognitive Paper Measurements: A Test of Measurement Equivalence
Wesley C. King and Edward Miles
Equivalence of Computerized and Paper Cognitive Ability Tests: A Meta-Analysis
Alan Mead and Fritz Drasgow
Computerization of Paper Tests: When Are They Equivalent?
George Neuman and Ramzi Baydoun
The Score Equivalence of Paper and Computerized Versions of a Speeded Test of Reading Comprehension
Mark Pomplun, Sharon Frey and Douglas Becker
Development and Appraisal of Devices Providing Immediate Automatic Scoring of Objective Tests and Concomitant Self-Instruction
Testing on Computers: A Follow-up Study Comparing Performance on Computer and on Paper
Influence of Computer Print on Rater Scores
An Alternative Method for Scoring Adaptive Tests
Comparability 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
Practical Issues in Developing and Maintaining a Computerized Adaptive Testing Program
Steven Wise and G. Gage Kingsbury
VOLUME THREE: ASSESSMENT IN SUPPORT OF LEARNING
The 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
Learning How to Learn and Assessment for Learning: A Theoretical Inquiry
Paul Black et al.
Developing a Theory of Formative Assessment.
Paul Black and Dylan Wiliam
Formative Evaluation Effects on Learning Music
Marie-Michele Boulet, Gilles Simard and Dorvalino Demelo
Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance
Ruth Butler and Mordecai Nisan
A Model of Formative Assessment in Science Education
Bronwen Cowie and Beverley Bell
Effects of Internally Focused Feedback on Enhancement of Academic Self-Concept
Rhonda Craven, Herbert Marsh and Raymond Debus
The Impact of Classroom Evaluation Practices on Students
Item-by-Item Feedback and Multiple Choice Test Performance
R. Stephen Fulmer and Harry Rollings
Quality Assessment Practice
The Effect of Practice With and Without Knowledge of Results in Grading Handwriting
Enhancing Peer Interaction and Learning in the Classroom through Reciprocal Questioning
The 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 Parr
A Comparison of Teacher-Monitoring, Peer-Monitoring, and Self-Monitoring with Curriculum-based Measurement in Reading among Students with Learning Disabilities
Barry McCurdy and Edward Shapiro
Progressive Assessment for Learning and Certification: Some Lessons from School-based Assessment in Queensland
Teacher Comments and Student Performance: A Seventy-Four Classroom Experiment in School Motivation
Ellis Batten Page
Professional Learning as a Condition for Assessment for Learning
David Pedder and Mary James
Formative Assessment and the Design of Instructional Systems
D. Royce Sadler
Formative Assessment: Revisiting the Territory
D. Royce Sadler
Goal and Self-Evaluative Influences during Children’s Cognitive Skill Learning
Peer, Self and Tutor Assessment: Relative Reliabilities
Providing Item Feedback in Computer-based Tests: Effects of Initial Success and Failure
Steven Wise et al.
VOLUME FOUR: ETHICAL DIMENSIONS OF EDUCATIONAL ASSESSMENT
The No Child Left behind Act and English Language Learners: Assessment and Accountability Issues
High-Stakes Testing, Uncertainty, and Student Learning
Audrey Amrein and David Berliner
No Child Left behind: Repealing and Unpeeling Federal Language Education Policy in the United States
Bruce Evans and Nancy Hornberger
What’s in a Grade? School Report Cards and House Prices
David Figlio and Maurice Lucas
The Potential Impact of the No Child Left behind Act on Equity and Diversity in American Education
Assessment and Social Justice
John Gardner, Bryn Holmes and Ruth Leitch
White-Black Achievement Differences: The Narrowing Gap
What Do Test Scores in Texas Tell Us?
Stephen Klein et al.
Consequences of Assessment: What Is the Evidence?
The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High Stakes Testing
Melissa Roderick and Mimi Engel
Equity and High Stakes Testing: Implications for Computerized Testing