Assessment theory for college classrooms

New Directions for Teaching and Learning

Volumn 2004, Issue 100, 2004, Pages 5-14

  Brookhart, Susan M ^a  

^a DUQUESNE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85007067535     PISSN: 02710633     EISSN: 15360768     Source Type: Journal    
DOI: 10.1002/tl.165     Document Type: Article

References (9)

1. American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. Standards for Educational and Psychological Testing. Washington, D.C.: American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, 1999.
2. Arter, J and McTighe, J. Scoring Rubrics in the Classroom. Thousand Oaks, Calif.: Corwin Press, 2001.
3. Brookhart, S. M. The Art and Science of Classroom Assessment: The Missing Part of Pedagogy. ASHE-ERIC Higher Education Report, Vol. 27, No. 1. Washington, D.C.: George Washington University Graduate School of Education and Human Development, 1999.
4. Brookhart, S. M. “Successful Students' Formative and Summative Uses of Assessment Information.” Assessment in Education, 2001, 8(2), 153-169.
5. Brookhart, S. M. “Developing Measurement Theory for Classroom Assessment Purposes and Uses.” Educational Measurement: Issues and Practice, 2003, 22(4), 5-12.
6. Moss, P. A. “Reconceptualizing Validity for Classroom Assessment.” Educational Measurement: Issues and Practice, 2003, 22(4), 13-25.
7. Rodabaugh, R. C and Kravitz, D. A. “Effects of Procedural Fairness on Student Judgments of Professors.” Journal on Excellence in College Teaching, 1994, 5(2), 67-83.
8. Smith, J. K. “Reconsidering Reliability in Classroom Assessment.” Educational Measurement: Issues and Practice, 2003, 22(4), 26-33.
9. Walvoord, B. E and Anderson, V. J. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998.