Author: Wynne Harlen

Published by: Assessment Reform Group, supported by the Nuffield Foundation
Published: March 2006
Type: Research Report
Pricing: Free - PDF download

Available from ARG Publications website. Click to open new browser window ....

Inside the Black Box: Raising Standards by Classroom Assessment (1998)

Authors: Black, P. & Wiliam, D.

Available from Phi Delta Kappa International website. Click to open new browser window ....

Self-Theories: Their Role in Motivation, Personality, and Development (2000)

Author: Carol S. Dweck

Published: 01/01/2000
Published by: Taylor & Francis
ISBN: 1841690244

Description:

This book sheds light on how people work-why sometimes they function well and sometimes they behave in ways that are self-defeating or destructive. Toward this end, Carol Dweck presents her groundbreaking research on adaptive and maladaptive cognitive-motivational patterns, showing: how these patterns originate in people's self-theories; their consequences for the person-for achievement, social relationships, and emotional well-being; their consequences for society, from issues of human potential to stereotyping and intergroup relations; the experiences that create them. Throughout, Dweck shows how examining people's self-theories illuminates basic issues of human motivation, social cognition, personality, the self, mental health, and development.

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Testing, Motivation and Learning (2003)

Authors: W. Harlen, R. Deakin-Crick

Description:

The pamphlet Testing, Motivation and Learning is a summary of a systematic review of research on the impact of summative assessment and testing on pupils' motivation for learning and its implications for assessment policy and practice. The review was undertaken because of concern that some aspects of current assessment systems were negatively affecting pupils motivation for learning as well as impacting on the breadth of the curriculum and reducing the opportunities for assessment to be used to help learning. The pamphlet brings together information about the overall impact, how this varies with pupil characteristics and with the conditions of testing. Implications are drawn for the action that can be taken to increase the positive and decrease the negative impact on pupil motivation by teachers, professional developers and school managers, and those responsible for national and local assessment policies.

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Creating a System of Accountability: The Impact of Instructional Assessment on Elementary Children's Achievement Score (2003)

Authors: Samuel Meisels, Sally Atkins-Burnett, Yange Xue, Donna DiPrima Bickel, Seung-Hee Son

Educational Policy Analysis Archives, 11(9). Retrieved September 19, 2004.

Published in: February 28, 2003
Article found in: Education Policy Analysis Archives, Volume 11, No. 9
ISSN: 1068-2341

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The Role of Classroom Assessment in Students' Performance on TIMSS (2004)

Author: Michael C. Rodriguez

Published in: 01/01/2004
Published by: Lawrence Erlbaum Associates, Inc.
Article found in: Applied Measurement in Education, Volume 17, no. 1, pg. 1-24
ISSN: 0895-7347

Abstract:

This study examined the trajectory of change in scores on the Iowa Tests of Basic Skills (ITBS) of low-income, urban, third and fourth graders who had been enrolled in classrooms where the Work Sampling System (WSS), a curriculum-embedded performance assessment, was used for at least three years. The ITBS scores of children exposed to WSS were compared with those of students in a group of non-WSS contrast schools that were matched by race, income, mobility, school size, and number of parents in the home and to a comparison group of all other students in the school district.
Results indicated that students who were in WSS classrooms displayed growth in reading from one year to the next that far exceeded the demographically matched contrast group as well as the average change shown by all other students in the district. Children in WSS classrooms made greater gains in math than children in the other two groups, although the results were only marginally significant when compared with gains by the matched contrast group. The discussion concerns the complementarity of performance-based and normative tests in systems of accountability and the potential value of using a curriculum-embedded assessment to enhance teaching, improve learning, and increase scores on conventional accountability examinations.

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Formative Assessment and the Design of Instructional Systems (1989)

Author: D. Royce Sadler

Published in: June 1989
Published by: Springer Netherlands
Article found in: Instructional Science, Volume 18, no. 2, pg. 119-144
ISSN: 0020-4277 (Print) (Online ISSN: 1573-1952)

Description:

The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are used in making judgments about the quality of student responses. The theory has less relevance for outcomes in which student responses may be assessed simply as correct or incorrect. Feedback is defined in a particular way to highlight its function in formative assessment. This definition differs in several significant respects from that traditionally found in educational research. Three conditions for effective feedback are then identified and their implications discussed. A key premise is that for students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production. This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn upon to modify their own work. It is argued that these skills can be developed by providing direct authentic evaluative experience for students. Instructional systems which do not make explicit provision for the acquisition of evaluative expertise are deficient, because they set up artificial but potentially removable performance ceilings for students.

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Introduction to Student-Involved Assessment FOR Learning (5th ed.)

Author: Rick Stiggins

Published in: July 3 2007
Published by: Prentice Hall, 5th edition
ISBN-10: 0136133959
ISBN-13: 978-0136133957

Description:

This multiple award-winning text is the leading text for assessment courses that focus squarely on teaching pre-service teachers how to assess students in classrooms. Showing how to use assessment to accurately reflect student achievement AND how to benefit-not merely grade-student learning, the text examines the full spectrum of assessment topics, from articulating targets, through developing quality assessments and communicating results effectively. The book has an exceptionally strong focus on integrating assessment with instruction through student involvement in the assessment process.

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