Assessment and Evaluation


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Aronson, J., & Steele, C. M. (2005). Stereotypes and the fragility of academic Competence, motivation, and self-concept. In A. J. Elliott & C. S. Dweck (Eds.). Handbook of competence and motivation. (pp.436–456) Guilford Publications, New York.

Bangert-Downs, R. L.,Kulik, J. A., & Kulik, C-L, C. (1991). Effects of frequent classroom testing. Journal of Educational Research, 85(2), 89–99.

Bishop, J. H. (1999). Nerd harassment, incentives, school priorities, and learning. In S. E. Mayer & P. E. Peterson (Eds.) Earning and learning: how school matters (pp. 231–280). Washington, DC: Brookings Institution Press.

Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the black box.: Assessment for learning in the classroom. Phi Delta Kappan, 86(1) 9–21.

Black, P., & Wiliam, D. (2006). Assessment for learning in the classroom. In J. Gardner (Ed.). Assessment and learning (pp. 9–25). Thousand Oaks, CA:Sage.

Borko, H. & Livingston, C. (1989) Cognition and improvisation: differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473–98.

Bracey, G. W. (2004). Value added assessment findings: poor kids get poor teachers. Phi Delta Kappan, 86, 331–333.

Cizek, G. J. (2003). Detecting and preventing classroom cheating: promoting integrity in assessment. Corwin Press, Thousand Oaks, CA.

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Cross, L. H., & Frary, R. B. (1999). Hodgepodge grading: endorsed by students and teachers alike. Applied Measurement in Education, 21(1) 53–72.

Dempster, F. N. & Perkins, P. G. (1993). Revitalizing classroom assessment: using tests to promote learning. Journal of Instructional Psychology, 20(3) 197–203.

Dweck, C. S. (2000) Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.

Elliott, A., McGregor, H., & Thrash, T. (2004). The need for competence. In E. Deci & R. Ryan (Eds.), Handbook of self-determination research (pp. 361–388). Rochester, NY: University of Rochester Press.

Freedle, R. O. (2003). Correcting the SAT’s ethnic and social–class bias: a method for reestimating SAT scores. Harvard Educational Review, 73(1), 1–42.

Haertel, E. & Herman, J. (2005) A historical perspective on validity arguments for accountability testing. In J. L.Herman & E. H. Haertel (Eds.) Uses and misuses of data for educational accountability and improvement. 104th Yearbook of the National Society for the Study of Education. Malden, MA: Blackwell.

Harlen, W. The role of assessment in developing motivation for learning. In J. Gardner (Ed.). Assessment and learning (pp. 61–80). Thousand Oaks, CA: Sage.

Hershberg, T. (2004). Value added assessment: Powerful diagnostics to improve instruction and promote student achievement. American Association of School Administrators, Conference Proceedings. Retrieved August 21 2006 from

Hess, F. H. Petrilli, M. J. (2006). No Child Left Behind primer. New York: Peter Lang.

Hoff, D. J. (2002) States revise meaning of proficient. Educational Week, 22(6) 1,24–25.

Hoover, E. (2006, October 21). SAT scores see largest dip in 31 years. Chronicle of Higher Education, 53(10), A1.

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Jacobson, L. (2006). Probing test irregularities: texas launches inquiry into cheating on exams. Education Week, 28(1), 28

Jerald, C. D (2006, August).The hidden costs of curriculum narrowing. Issue Brief, Washington DC: The Center for Comprehensive School Reform and Improvement. Retrieved November 21, 2006 from

Joshi, R. M. (2003). Misconceptions about the assessment and diagnosis of reading disability. Reading Psychology, 24, 247–266.

Koretz, D. Stecher, B. Klein, S. & McCaffrey, D. (1994). The evolution of a portfolio program: The impact and quality of the Vermont program in its second year (1992–3). (CSE Technical report 385) Los Angeles: University of California, Center for Research on Evaluation Standards and Student Testing. Retrieved January 25, 2006, from

Linn, R. L. (2005). Fixing the NCLB accountability system. CRESST Policy Brief 8. Retrieved September 21, 2006 from

Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in teaching (9th ed.). Upper Saddle River, NJ: Pearson.

Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., & Chrostowski, S.J. (2004). Findings From IEA’s trends in international mathematics and science study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved September 23, 2006, from

New York State Education Department (2005). Home Instruction in New York State. Retrieved November 19, 2006, from

OECD. (2004). Learning for tomorrow’s world—first results from PISA 2003. Retrieve on September 23, 2006, from

Olson, L. (2005, November 30th). State test program mushroom as NCLB kicks in. Education Week, 25(13), 10–12.

Pedulla, J Abrams, L. M. Madaus, G. F., Russell, M. K., Ramos, M. A., & Miao, J. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Boston College, Boston MA National Board on Educational Testing and Public Policy. Retrieved September 21 2006 from

Popham, W. J. (2004). America’s “failing” schools. How parents and teachers can copy with No Child Left Behind. New York: Routledge Falmer.

Popham, W. J. (2005). Classroom assessment: what teachers need to know. Boston, MA: Pearson.

Popham, W. J. (2006). Educator cheating on No Child Left Behind Tests. Educational Week, 25(32) 32–33.

Recht, D. R. & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology 80, 16–20.

Rowe, M. B. (2003). Wait-time and rewards as instructional variables, their influence on language, logic and fate control: Part one-wait time. Journal of Research in science Teaching, 40 Supplement, S19–32.

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Stiggins, R. J. (2002). Assessment crisis: the absence of assessment FOR learning. Phi Delta Kappan, 83(10), 758–765.

Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379–398.

Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68, 202–248.

Wise, S. L. & DeMars, C. W. (2005). Low examinee effort in low-stakes assessment: problems and potential solutions. Educational Assessment 10(1), 1–17.

Young, J. W. (2004). Differential validity and prediction: race and sex differences in college admissions testing. In R. Zwick (Ed). Rethinking the SAT: The future of standardized testing in university admissions. New York (pp. 289–301). Routledge Falmer.


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