James H. McMillan is Professor and Chair of the Department of Foundations of Education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in Education program. He is also Executive Director of the Metropolitan Educational Research Consortium, a partnership of Virginia Commonwealth University and eight Richmond-area school divisions that conducts and disseminates applied research. His current research interests include classroom and large-scale formative assessment. He has recently published the fifth edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educational research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educational Measurement: Issues and Practice.

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• Preface1. Why We Need Research on Classroom Assessment - James H. McMillan2. Classroom Assessment in the Context of Learning Theory and Research - Heidi L. Andrade3. Classroom Assessment in the Context of Motivation Theory and Research - Susan M. Brookhart4. Classroom Assessment in the Context of High Stakes Testing - M. Christina Schneider, Karla L. Egan, & Marc W. Julian5. Historical Context of Classroom Assessment Research - Cynthia Campbell6. Validity in Classroom Assessment: Purposes, Properties, and Principles - Sarah M. Bonner7. Reliability in Classroom Assessment - Jay Parkes8. Fairness in Classroom Assessment - Robin D. Tierney9. Measuring Classroom Assessment Practices - Bruce Randel and Tedra Clark10. Formative and Summative Aspects of Assessment: Theoretical and Research - Paul Black11. Gathering Evidence of Student Understanding - Margaret Heritage12. Feedback and Instructional Correctives - Dylan Wiliam13. Examining Formative Feedback in the Classroom Context: New Research - Maria Araceli Ruiz-Primo & Min Li14. Research on Classroom Summative Assessment - Connie M. Moss15. Grading - Susan M. Brookhart16. Constructed-Response Approaches for Classroom Assessment - Thomas P. Hogan17. Writing Selected-Response Items for Classroom Assessment - Michael C. Rodriguez & Thomas M. Haladyna18. Performance Assessment - Suzanne Lane19. Portfolios and E-Portfolios: Student Reflection, Self-Assessment and Goal - Susan F. Belgrad20. Understanding and Assessing the Social-Emotional Attributes of Classrooms - Susan E. Rivers, Carolin Hagelskamp, & Marc A. Brackett21. Student Self-Assessment - Gavin T. L. Brown & Lois R. Harris22. Peers as a Source of Formative and Summative Assessment - Keith J. Topping23. Differentiation and Classroom Assessment - Carol Ann Tomlinson and Tonya R. Moon24. Classroom Assessment in Special Education - Yaoying Xu25. Classroom Assessment in Mathematics - Maggie B. BcGatha and William S. Bush26. Research on Assessment in the Social Studies Classroom - Cheryl A. Torrez and Elizabeth Ann Claunch-Lebsack27. Assessment in the Science Classroom: Priorities, Practices and Prospects - Bronwen Cowie28. Classroom Assessment in Writing - Judy M. ParrIndexAbout the Authors

James H. McMillan is Professor and Chair of the Department of Foundations of Education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in Education program. He is also Executive Director of the Metropolitan Educational Research Consortium, a partnership of Virginia Commonwealth University and eight Richmond-area school divisions that conducts and disseminates applied research. His current research interests include classroom and large-scale formative assessment. He has recently published the fifth edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educational research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educational Measurement: Issues and Practice.

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• Preface1. Why We Need Research on Classroom Assessment - James H. McMillan2. Classroom Assessment in the Context of Learning Theory and Research - Heidi L. Andrade3. Classroom Assessment in the Context of Motivation Theory and Research - Susan M. Brookhart4. Classroom Assessment in the Context of High Stakes Testing - M. Christina Schneider, Karla L. Egan, & Marc W. Julian5. Historical Context of Classroom Assessment Research - Cynthia Campbell6. Validity in Classroom Assessment: Purposes, Properties, and Principles - Sarah M. Bonner7. Reliability in Classroom Assessment - Jay Parkes8. Fairness in Classroom Assessment - Robin D. Tierney9. Measuring Classroom Assessment Practices - Bruce Randel and Tedra Clark10. Formative and Summative Aspects of Assessment: Theoretical and Research - Paul Black11. Gathering Evidence of Student Understanding - Margaret Heritage12. Feedback and Instructional Correctives - Dylan Wiliam13. Examining Formative Feedback in the Classroom Context: New Research - Maria Araceli Ruiz-Primo & Min Li14. Research on Classroom Summative Assessment - Connie M. Moss15. Grading - Susan M. Brookhart16. Constructed-Response Approaches for Classroom Assessment - Thomas P. Hogan17. Writing Selected-Response Items for Classroom Assessment - Michael C. Rodriguez & Thomas M. Haladyna18. Performance Assessment - Suzanne Lane19. Portfolios and E-Portfolios: Student Reflection, Self-Assessment and Goal - Susan F. Belgrad20. Understanding and Assessing the Social-Emotional Attributes of Classrooms - Susan E. Rivers, Carolin Hagelskamp, & Marc A. Brackett21. Student Self-Assessment - Gavin T. L. Brown & Lois R. Harris22. Peers as a Source of Formative and Summative Assessment - Keith J. Topping23. Differentiation and Classroom Assessment - Carol Ann Tomlinson and Tonya R. Moon24. Classroom Assessment in Special Education - Yaoying Xu25. Classroom Assessment in Mathematics - Maggie B. BcGatha and William S. Bush26. Research on Assessment in the Social Studies Classroom - Cheryl A. Torrez and Elizabeth Ann Claunch-Lebsack27. Assessment in the Science Classroom: Priorities, Practices and Prospects - Bronwen Cowie28. Classroom Assessment in Writing - Judy M. ParrIndexAbout the Authors

James H. McMillan is Professor and Chair of the Department of Foundations of Education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in Education program. He is also Executive Director of the Metropolitan Educational Research Consortium, a partnership of Virginia Commonwealth University and eight Richmond-area school divisions that conducts and disseminates applied research. His current research interests include classroom and large-scale formative assessment. He has recently published the fifth edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educational research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educational Measurement: Issues and Practice.

Select Guide Rating

• Preface1. Why We Need Research on Classroom Assessment - James H. McMillan2. Classroom Assessment in the Context of Learning Theory and Research - Heidi L. Andrade3. Classroom Assessment in the Context of Motivation Theory and Research - Susan M. Brookhart4. Classroom Assessment in the Context of High Stakes Testing - M. Christina Schneider, Karla L. Egan, & Marc W. Julian5. Historical Context of Classroom Assessment Research - Cynthia Campbell6. Validity in Classroom Assessment: Purposes, Properties, and Principles - Sarah M. Bonner7. Reliability in Classroom Assessment - Jay Parkes8. Fairness in Classroom Assessment - Robin D. Tierney9. Measuring Classroom Assessment Practices - Bruce Randel and Tedra Clark10. Formative and Summative Aspects of Assessment: Theoretical and Research - Paul Black11. Gathering Evidence of Student Understanding - Margaret Heritage12. Feedback and Instructional Correctives - Dylan Wiliam13. Examining Formative Feedback in the Classroom Context: New Research - Maria Araceli Ruiz-Primo & Min Li14. Research on Classroom Summative Assessment - Connie M. Moss15. Grading - Susan M. Brookhart16. Constructed-Response Approaches for Classroom Assessment - Thomas P. Hogan17. Writing Selected-Response Items for Classroom Assessment - Michael C. Rodriguez & Thomas M. Haladyna18. Performance Assessment - Suzanne Lane19. Portfolios and E-Portfolios: Student Reflection, Self-Assessment and Goal - Susan F. Belgrad20. Understanding and Assessing the Social-Emotional Attributes of Classrooms - Susan E. Rivers, Carolin Hagelskamp, & Marc A. Brackett21. Student Self-Assessment - Gavin T. L. Brown & Lois R. Harris22. Peers as a Source of Formative and Summative Assessment - Keith J. Topping23. Differentiation and Classroom Assessment - Carol Ann Tomlinson and Tonya R. Moon24. Classroom Assessment in Special Education - Yaoying Xu25. Classroom Assessment in Mathematics - Maggie B. BcGatha and William S. Bush26. Research on Assessment in the Social Studies Classroom - Cheryl A. Torrez and Elizabeth Ann Claunch-Lebsack27. Assessment in the Science Classroom: Priorities, Practices and Prospects - Bronwen Cowie28. Classroom Assessment in Writing - Judy M. ParrIndexAbout the Authors