Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

M.Ed. Education Assessment(EA): EDUEA1 - Assessment Principles and Methods

COURSE DESCRIPTION

Assessment is an integral part of teaching and learning. It is important that educators understand and appreciate the essential principles and practices of educational assessment and measurement. This course will cover the essential theory of educational measurement and assessment. It will show how the theory is used to guide practice in assessment and testing programs. It will cover the fundamental principles and methods surrounding the development, administration and marking of assessment tasks and tests, as well as approaches to summarizing and reporting student achievement.

Articles

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Classroom assessment principles to support learning and avoid the harms of testing. Educational Measurement: Issues and Practice, 37(1), 52- 57.

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into practice, 55(2), 153-159.

Lau, A. M. S. (2016). ‘Formative good, summative bad?’–A review of the dichotomy in assessment literature. Journal of Further and Higher Education, 40(4), 509-525.

Serin, G. (2015). Alternative assessment practices of a classroom Teacher: alignment with reformbased science curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 11(2).

Wang, L., Shute, V., & Moore, G. R. (2015). Lessons learned and best practices of stealth assessment. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 7(4), 66-87.

Bennett, C. (2016). Assessment rubrics: thinking inside the boxes. Learning and Teaching, 9(1), 50- 72.

Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343-368.

Barnes, N., Fives, H., & Dacey, C. M. (2017). US teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116

Gozuyesil, E., & Tanriseven, I. (2017). A meta-analysis of the effectiveness of alternative assessment techniques. Eurasian Journal of Educational Research, 70, 37-56.

Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50-62

Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test… or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307-329.

Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment. Assessment & Evaluation in Higher Education, 39(7), 840-852

Search More Journal titles

Document

eBooks

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037.0000165-000

Brookhart, S., & Nitko, A. (2018). Educational assessment of students (8 th ed.). Pearson. Kubiszyn,

T., & Borich, G. (2015). Educational testing and measurement (11th ed.). John Wiley & Sons

Brown, G. (2018). Assessment of student achievement. Routledge. Chapter 1: Purposes and functions of assessment

Brookhart, S., & Nitko, A. (2018). Educational assessment of students. 8th Edition. Pearson. Chapter 1: Classroom decision making and using assessment

Readman, K., & Allen, B. (2014). Practical planning and assessment. Oxford University Press. Part I: Assessment principles

Andrade, H. L., &Heritage, M. (2018). Using formative assessment to enhance learning, achievement, and academic self-regulation. Routledge. Chapter 1: Introduction to formative assessment

Week 4 Hughes, G. (2014). Ipsative assessment: Motivation through marking progress. Palgrave Macmillan Part II: Ipsative assessment in practice

Bartlett, J. (2015). Outstanding assessment for learning in the classroom. Routledge. Chapter 1: What do you mean by assessment for learning

Laveault, D., & Allal, L. (Eds.). (2016). Assessment for learning: Meeting the challenge of implementation. Springer. Chapter 1: Implementing assessment for learning: Theoretical and practical issues.

Bartlett, J. (2015). Outstanding assessment for learning in the classroom. Routledge. Chapter 1: What do you mean by assessment for learning Laveault, D., & Allal, L. (Eds.). (2016). Assessment for learning: Meeting the challenge of implementation. Springer. Chapter 1: Implementing assessment for learning: Theoretical and practical issues.

Week 6 Brookhart, S. (2010). How to assess higher-order thinking skills in your classroom. ASCD. Chapter 1: General principles of assessing higher-order thinking

Darling-Hammond, L. (2017). Developing and measuring higher order skills: Models for state performance assessment systems. Learning Policy Institute.

Rust, J., & Golombok, S. (2010). Modern psychometrics: The science of psychological assessment. Routledge Chapter 3: The process of test construction

McMillian, J. (2013). Handbook of research on classroom assessment. Sage. Chapter 17: Writing selected-response items for classroom assessment

Elliott, S. N., Kettler, R. J., Beddow, P. A., & Kurz, A. (2018). Handbook of accessible instruction and testing practices. Springer. Chapter 13: Cognitive load theory and test design

Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading. ASCD. Part I: All kinds of rubrics

Dorans, N. J., & Cook, L. L. (Eds.). (2016). Fairness in educational assessment and measurement. Routledge. Part I: Ensuring fairness in test design, construction, administration, and scoring

Andrade, H. L., &Heritage, M. (2018). Using formative assessment to enhance learning, achievement, and academic self-regulation. Routledge. Chapter 4: Collecting and interpreting evidence of learning

Kubiszyn, T., & Borich, G. (2015). Educational testing and measurement. John Wiley & Sons. Chapter 13: Variability, the normal distribution and converted scores Chapter 17: Accuracy and error

Pearsall, G. (2018). Fast and effective assessment. ASCD. Chapter 5: Sustainable marking

Brown, G. (2018). Assessment of student achievement. Routledge. Chapter 5: Feedback, grading and reporting

Scott, S., Scott, D., & Webber, C. (Eds.) (2016). Assessment in education: Implication for leadership. Springer. Chapter 10: Grading and reporting student learning

Davis, A., & Winch, C. (2015). Educational assessment on trial. Bloomsbury. Part 2: The nature and purpose of educational assessment

Kubiszyn, T., & Borich, G. (2015). Educational testing and measurement. John Wiley & Sons.

Pearsall, G. (2018). Fast and effective assessment. ASCD. Chapter 4: Formal formative testing

Dolin,J., & Evans, R. (Eds.). (2018). Transforming Assessment: Through an Interplay Between Practice, Research and Policy. Springer. Chapter 3: Exploring relations between formative and summative assessment.

She

Shermis, M., & Di Vesta, F. (2011). Classroom assessmentin action. Rowman &Littelefield Publishers. Chapter 6: Developing objective tests

Kubiszyn, T., & Borich, G. (2015). Educational testing and measurement. John Wiley & Sons. Chapter 11: Administering, analysing and improving test or assessment

Shermis, M., & Di Vesta, F. (2011). Classroom assessmentin action. Rowman &Littelefield Publishers. Chapter 16: Test bias, fairness and test accommodations

Bartlett, J. (2015). Outstanding assessment for learning in the classroom. Routledge. Chapter 8: Using data to drive learning

Brown, G. (2018). Assessment of student achievement. Routledge. Chapter 7: Scores and statistics

Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD. Chapter 2: Types of feedback and their purposes Chapter 5: How to help students use feedback