User Name:

Password:
Welcome Guest
Journals Home > Journal Of Advanced Academics > Volume 18 |  Issue 3 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • American Educational Research Association (AERA), American Psychology Association (APA), & National Council on Measurement and Evaluation (NCME). (1999). Standards for educational and psychological testing. Washington, DC: Author.
  • Airasian, P. W. (2001). Classroom assessment: Concepts and applications. New York: McGraw-Hill.
  • Alkin, M. C. (1974). “Criterion-referenced measurement” and other such terms. In C. W. Harris, M. C. Alkin, & W. J. Popham (Eds.), Problems in criterion-referenced measurement (Center for the Study of Evaluation Monograph Series in Evaluation, No. 3; pp. 3–12). Los Angeles: Center for the Study of Evaluation, University of California.
  • Archbald, D. A., & Newmann, F. M. (1988). Beyond standardized testing: Assessing authentic academic achievement in the secondary school. Reston, VA: National Association of Secondary School Principals.
  • Baker,R. L. (1974). Measurement considerations in instructional product development. In C. W. Harris, M. C. Alkin, & W. J. Popham (Eds.), Problems in criterion-referenced measurement (Center for the Study of Evaluation Monograph Series in Evaluation, No. 3; pp. 37–46). Los Angeles: Center for the Study of Evaluation, University of California.
  • Bergen, D. (1993). Authentic performance assessments. Childhood Education, 70, 99–102.
  • Black, P. J., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80,139–148.
  • Black, P. J., & Wiliam, D. (2004). Classroom assessment is not (necessarily) formative assessment (and vice-versa). Yearbook of the National Society for the Study of Education, 103, 183–188.
  • Bligh, J. (2001). Assessment: The gap between practice and theory. Medical Education, 35, 312.
  • Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2),1–5.
  • Boothroyd, R. A., McMorris, R. F., & Pruzek, R. M. (1992, April). What do teachers know about measurement and how did they find out? Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, CA. (ERIC Document Reproduction Service No. ED351309).
  • Boston, C. (2002). The concept of formative assessment. Practical Assessment, Research and Evaluation, 8, 9. Retrieved March 7, 2006, from http://PAREonline.net/getvn.asp?v=8&n=9.
  • Cangelosi, J. S. (2000). Assessment strategies for monitoring student learning. New York: Addison Wesley Longman.
  • Chase, C. I. (1999). Classroom assessment for educators. New York: Addison-Wesley.
  • Fennessey, D. (1982, July). Primary teachers’ assessment practices: Some implications for teacher training. Paper presented at the annual meeting of the South Pacific Association for Teacher Education, Frankston, Victoria, Australia. (ERIC Document Reproduction Service No. ED229346).
  • Fontana, D., & Fernandes, M. (1994). Improvements in mathematics performance as a consequence of self-assessment in Portuguese primary school pupils. British Journal of Educational Psychology, 64,407–417.
  • Frederiksen, J. R., & White, B. J. (1997, March). Reflective assessment of students’ research within an inquiry-based middle school science curriculum. Presented at the annual meeting of the American Educational Research Association, Chicago.
  • Frey, B. B., & Schmitt, V. (2005, April). Teachers’ classroom assessment practices. Presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • Glaser, R., & Nitko, A. J. (1971). Measurement in learning and instruction. In R. L. Thorndike (Ed.), Educational measurement (2nd ed., pp. 625–670). Washington, DC: American Council on Education.
  • Gronlund, N. E. (2003). Assessment of student achievement (7th ed.). Needham Heights, MA: Allyn & Bacon.
  • Harris, C. W., Alkin, M. C., & Popham, W. J. (Eds.). (1974). Problems in criterion referenced measurement (Center for the Study of Evaluation Monograph Series in Evaluation, No. 3). Los Angeles: Center for the Study of Evaluation, University of California.
  • Harris, M. L., & Stewart, D. M. (1971, February). Application of practical strategies to criterion-referenced tests. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
  • Herman, J. L., & Dorr-Bremme, D. W. (1984, February). Teachers and testing: Implications from a national study. Draft. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED244987).
  • Kubiszyn, T., & Borich, G. (2003). Educational testing and measurement: Classroom application and practice (7th ed.). Hoboken, NJ: Wiley.
  • Madaus, G. F., & Dwyer, L. M. (1999). Short history of performance assessment: Lessons learned. Phi Delta Kappan, 80, 688–695.
  • Marion, S. F. (Discussant). (2005, April). New directions in classroom assessment practices. Session at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • Marso, R. N., & Pigge, F. L. (1988, April). An analysis of teacher-made tests: Testing practices, cognitive demands, and item construction errors. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA. (ERIC Document Reproduction Service No. ED298174).
  • McCurdy, B. L., & Shapiro, E. S. (1992). A comparison of teacher-, peer-, and self-monitoring with curriculum-based measurement in reading among students with learning disabilities. Journal of Special Education, 26, 162–180.
  • McMillan, J. H. (2001). Classroom assessment: Principles and practice for effective instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon.
  • Mertler, C. A. (2003). Classroom assessment: A practical guide for educators. Los Angeles: Pyrczak.
  • Meyer,C. A. (1992). What’s the difference between authentic and performance assessment? Educational Leadership, 49(8), 39–40.
  • Millman, J., & Greene,J. (1989). The specification and development of tests of achievement and ability. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 335–366). Phoenix, AZ: American Council on Education, Oryx Press.
  • Mueller, J. (2005). Authentic assessment toolbox. Retrieved August 1, 2005, from http://jonathan.mueller.faculty.noctrl.edu/toolbox.
  • Newman, F., Brandt, R., & Wiggins, G. (1998). An exchange of views on “Semantics, psychometrics, and assessment reform: A close look at ‘authentic’ assessments.” Educational Researcher, 27(6), 19–22.
  • Nitko, A. J. (1984). Problems in the development of criterion-referenced tests: The IPI Pittsburgh experience. In C. W. Harris, M. C. Alkin, & W. J. Popham (Eds.), Problems in criterion-referenced measurement (Center for the Study of Evaluation Monograph Series in Evaluation, No. 3; pp. 59–82). Los Angeles: Center for the Study of Evaluation, University of California.
  • Noonan, B. W., & Duncan, C. R. (2005, April). Peer and self-assessment in high schools. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • Oescher, J., & Kirby, P. C. (1990, April). Assessing teacher-made tests in secondary math and science classrooms. Paper presented at the annual meeting of the National Council on Measurement in Education, Boston. (ERIC Document Reproduction Service No. ED322169).
  • Oosterhof, A. (2003). Developing and using classroom assessments. Upper Saddle, NJ: Merrill Prentice Hall.
  • Popham, W. J. (1974). Thus spake Psychometrika.... In C. W. Harris, M. C. Alkin, & W. J. Popham (Eds.), Problems in criterion-referenced measurement (Center for the Study of Evaluation Monograph Series in Evaluation, No. 3; pp. 95–97). Los Angeles: Center for the Study of Evaluation, University of California.
  • Popham, W. J. (2002). Classroom assessment: What teachers need to know (3rd ed.). Needham Heights, MA: Allyn & Bacon.
  • Sawyer, R. J., Graham, S., & Harris, K. R. (1992). Direct teaching,strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340–352.
  • Scriven, M. (1967). The methodology of evaluation. In R. Tyler, R. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp. 39–83). Chicago: Rand McNally.
  • Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher 29, 7, 4–14.
  • Shepard, L. A. (2005, April). Competing paradigms for classroom assessment: Echoes of the tests-and-measurement model. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • Skager, R. W. (1974). Generating criterion-referenced tests from objectives-based assessment systems: Unsolved problems in test development, assembly, and interpretation. In C. W. Harris, M. C. Alkin, & W. J. Popham (Eds.), Problems in criterion-referenced measurement (Center for the Study of Evaluation Monograph Series in Evaluation, No. 3; pp. 47–58). Los Angeles: Center for the Study of Evaluation, University of California.
  • Stiggins, R. J. (1987, Fall). Design and development of performance assessments. Instructional Topics in Educational Measurement (ITEMS), 1-9.
  • Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72,534–539.
  • Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83, 758–765.
  • Stiggins, R. J., & Bridgeford, N. J. (1985). The ecology of classroom assessment. Journal of Educational Measurement, 22, 271–286.
  • Taylor, C. S., & Bobbit-Nolen, S. (2005). Classroom assessment: Supporting teaching and learning in real classrooms. Upper Saddle River, NJ: Prentice Hall.
  • Terwilliger, J.(1997). Semantics,psychometrics, and assessment reform: A close look at “authentic” assessments. Educational Researcher, 26(8), 24–27.
  • Trice, A. D. (2000). A handbook of classroom assessment. New York: Addison Wesley Longman.
  • Ward, A. W., & Murray-Ward, M. (1999). Assessment in the classroom. London: Wadsworth.
  • Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70, 703–713.
  • Wiggins, G. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.
  • Williams, J. M. (1991). Writing quality teacher-made tests: A handbook for teachers. (ERIC Document Reproduction Service No. ED349726).
  • Wise, S. L., Lukin, L. E., & Roos, L. L. (1991). Teacher beliefs about training in testing and measurement. Journal of Teacher Education, 42, 37–42.
  • Worthen, B. R., Borg, W. R., & White, K. R. (1993). Measurement and evaluation in the schools. White Plains, NY: Longman.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 18
  •  Issue 3
  • Publication Date: Spring 2007



Coming to Terms With Classroom Assessment

Bruce B. Frey and Vicki L. Schmitt

Are performance-based assessments authentic or vice-versa? Is the purpose of formative assessment to inform the teacher, student, or both? This study reviewed journal articles, position papers, thought pieces, and classroom assessment textbooks focusing on the definitions of the terms performance assessment, authentic assessment, and formative assessment. We present the important distinctions in the field between performance assessment and authentic assessment and the purpose and benefits of assessment that drive the two primary uses of the term formative assessment. We conclude with the suggestion that confusion can be avoided by classifying classroom assessment based on the assessment’s intended purpose.


ShoppingCart Summary

Shopping
Your cart is empty.