Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion.

This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.

chapter |7 pages


BySusan M. Brookhart, James H. McMillan

part I|86 pages

Classroom Assessment Information

chapter 1|16 pages

Perspectives on the Validity of Classroom Assessments

ByMichael T. Kane, Saskia Wools

chapter 2|19 pages

Cognitive Diagnosis Is Not Enough

The Challenge of Measuring Learning with Classroom Assessments
ByJacqueline P. Leighton

chapter 3|17 pages

Language in Practice

A Mediator of Valid Interpretations of Information Generated by Classroom Assessments among Linguistically and Culturally Diverse Students
ByAlison L. Bailey, Richard Durán

chapter 4|16 pages

Feedback and Measurement

BySusan M. Brookhart

chapter 5|16 pages

Discussion of Part I

Assessment Information in Context
ByJames H. McMillan

part II|112 pages

The Use of Classroom Assessment Information to Enhance Learning

chapter 6|23 pages

Guidance in the Standards for Classroom Assessment

Useful or Irrelevant?
BySteve Ferrara, Kristen Maxey-Moore, Susan M. Brookhart

chapter 8|24 pages

Learning Progressions and Embedded Assessment

ByDerek C. Briggs, Erin Marie Furtak

chapter 9|22 pages

The Role of Technology-Enhanced Self- and Peer Assessment in Formative Assessment

ByE. Caroline Wylie, Christine J. Lyon

chapter 10|15 pages

Discussion of Part II

Should “Measurement” Have a Role in Teacher Learning about Classroom Assessment?
ByLorrie A. Shepard

part III|69 pages

Emerging Issues in Classroom Assessment

chapter 11|15 pages

Towards Measures of Different and Useful Aspects of Schooling

Why Schools Need Both Teacher-Assigned Grades and Standardized Assessments
ByAlex J. Bowers

chapter 12|19 pages

Digital Technologies

Supporting and Advancing Assessment Practices in the Classroom
ByMichael Russell

chapter 13|22 pages

Fairness in Classroom Assessment

ByJoan Herman, Linda Cook

chapter 14|11 pages

Discussion of Part III

Emerging Issues in Classroom Assessment
ByMark Wilson