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Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years.
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Heidi Andrade (PhD Harvard) is Assistant Professor of Educational Psychology and Methodology at the University of Albany, State University of New York where she teaches courses on classroom assessment, educational psychology, and self-regulated learning.
Gregory Cizek (PhD Michigan State University) is Professor of educational measurement and evaluation at the University of North Carolina where he teaches courses in applied testing, statistics, and research methods.Review:
"This compilation of robustly researched, authoritative, well crafted and accessible studies...are drawn from the gaze of 31 highly respected, much published, peer-reviewed international academics. It’s these discrete perspectives that make this a comprehensive, current and highly perceptive piece of work. It is a reliable resource in twenty chapters for implementing an effective, multifaceted, interdisciplinary learning and teaching reform....an excellent read!"--British Journal of Educational Technology, 2010
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