The benefits of regular standardized assessment in childhood education: Guiding improved instruction and learning

Contemporary Debates in Childhood Education and Development

Volumn , Issue , 2012, Pages 287-292

  Brown, Gavin T L ^a   Hattie, John ^b  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84906159234     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203115558     Document Type: Chapter

References (27)

1. Archer, E. (2009). Beyond the Rhetoric of Formative Assessment: Seeking Solutions for South Africa in New Zealand's Assessment Tools for Teaching and Learning. Unpublished manuscript. University of Pretoria. Pretoria, South Africa.
2. Brennan, R. L. (1996). Generalizability of performance assessments. In G. W. Phillips (Ed.), Technical Issues in Large-scale Performance Assessment (NCES 96-802) (pp. 19-58). Washington, DC: National Center for Education Statistics.
3. Brown, G. T. L. (2008). Conceptions of Assessment: Understanding What Assessment Means to Teachers and Students. New York: Nova Science Publishers.
4. Brown, G. T. L. (2009a). Teachers' self-reported assessment practices and conceptions: using structural equation modelling to examine measurement and structural models. In T. Teo and M. S. Khine (Eds.), Structural Equation Modeling in Educational Research: Concepts and Applications (pp. 243-266). Rotterdam, NL: Sense Publishers.
5. Brown, G. T. L. (2009b). The reliability of essay scores: the necessity of rubrics and moderation. In L. H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P. M. Johnston and M. Rees (Eds.), Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice and Research (pp. 40-48). Wellington, NZ: Ako Aotearoa.
6. Brown, G. T. L. and Harris, L. R. (2009). Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability. Journal of MultiDisciplinary Evaluation, 6(12), 68-91.
7. Brown, G. T. L. and Hattie, J. A. (2009). Understanding Teachers' Thinking About Assessment: Insights for Developing Better Educational Assessments. Paper presented at annual conference of the National Council for Measurement in Education, San Diego, CA.
8. Brown, G. T. L., Irving, S. E., Peterson, E. R. and Hirschfeld, G. H. F. (2009a). Use of interactiveinformal assessment practices: New Zealand secondary students' conceptions of assessment. Learning and Instruction, 19(2), 97-111. doi: 10.1016/j.learninstruc.2008.02.003
9. Brown, G. T. L., Peterson, E. R. and Irving, S. E. (2009b). Self-regulatory beliefs about assessment predict mathematics achievement. In D. M. McInerney, G. T. L. Brown and G. A. D. Liem (Eds.), Student Perspectives on Assessment: What Students Can Tell Us About Assessment For Learning (pp. 159-186). Charlotte, NC: Information Age Publishing.
10. Cannell, J. J. (1989). How Public Educators Cheat on Standardized Achievement Tests. Albuquerque, NM: Friends for Education.
11. Cowie, B. (2009). My teacher and my friends helped me learn: student perceptions and experiences of classroom assessment. In D. M. McInerney, G. T. L. Brown and G. A. D. Liem (Eds.), Student Perspectives on Assessment: What Students Can Tell Us About Assessment For Learning (pp. 85-105). Charlotte, NC: Information Age Publishing.
12. Haertel, E. H. (2006). Reliability. In R. L. Brennan (Ed.), Educational Measurement (4th edn, pp. 65-110). Westport, CT: Praeger.
13. Harlen, W. (2007). Assessment of Learning. Los Angeles: Sage.
14. Harris, L. R. and Brown, G. T. L. (2010). "My teacher's judgement matters more than mine": Comparing Teacher and Student Perspectives on Self-assessment Practices in the Classroom. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.
15. Hattie, J. (2009). Visible Learning: A Synthesis of Meta-analyses in Education. London: Routledge.
16. Hattie, J. A. C. and Brown, G. T. L. (2004). Cognitive processes in asTTle: The SOLO Taxonomy (asTTle Tech. Rep. #43). University of Auckland/Ministry of Education.
17. Hattie, J. A. and Brown, G. T. L. (2008). Technology for school-based assessment and assessment for learning: development principles from New Zealand. Journal of Educational Technology Systems, 36(2), 189-201.
18. Hattie, J. A. and Brown, G. T. L. (2010). Assessment and evaluation. In C. Rubie-Davies (Ed.), Educational Psychology: Concepts, Research and Challenges (pp. 102-117). Abingdon, UK Routledge.
19. Hattie, J. A. C., Brown, G. T. L., Keegan, P. J., MacKay, A. J., Irving, S. E., Cutforth, S., Campbell, A., Patel, P., Sussex, K., Sutherland, T., McCall, S., Mooyman, D. and Yu, J. (2004). Assessment Tools for Teaching and Learning asTTle Manual (Version 4, 2005). Wellington, NZ: University of Auckland/ Ministry of Education/ Learning Media.
20. Hattie, J. A., Brown, G. T. L., Ward, L., Irving, S. E. and Keegan, P. J. (2006). Formative evaluation of an educational assessment technology innovation: developers' insights into Assessment Tools for Teaching and Learning (asTTle). Journal of MultiDisciplinary Evaluation, 5(3), 1-54.
21. Hoyt, W. T. (2000). Rater bias in psychological research: when is it a problem and what can we do about it? Psychological Methods, 5, 64-86.
22. Lane, S. and Stone, C. A. (2006). Performance assessment. In R. L. Brennan (Ed.), Educational Measurement (4th edn, pp. 387-431). Westport, CT: Praeger.
23. McDowall, S., Cameron, M., Dingle, R., Gilmore, A. and MacGibbon, L. (2007). Evaluation of the Literacy Professional Development Project. Wellington, NZ: Ministry of Education, Research Division.
24. Otunuku, M. and Brown, G. T. L. (2007). Tongan students' attitudes towards their subjects in New Zealand relative to their academic achievement. Asia Pacific Education Review, 8(1), 117-128. doi: 10.1007/BF03025838
25. Parr, J. M., Timperley, H., Reddish, P., Jesson, R. and Adams, R. (2007). Literacy Professional Development Project: Identifying Effective Teaching and Professional Development Practices for Enhanced Student Learning. Wellington, NZ: Ministry of Education, Research Division.
26. Peterson, E. R. and Irving, S. E. (2008). Secondary school students' conceptions of assessment and feedback. Learning and Instruction, 18, 238-250.
27. Phelps, R. P. (2009). Educational achievement testing: critiques and rebuttals. In R. P. Phelps (Ed.), Correcting Fallacies about Educational and Psychological Testing (pp. 89-146). Washington, DC: American Psychological Association.