The Handbook of Human and Social Conditions in Assessment is the first book to explore assessment issues and opportunities occurring due to the real world of human, cultural, historical, and societal influences upon assessment practices, policies, and statistical modeling. With chapters written by experts in the field, this book engages with numerous forms of assessment: from classroom-level formative assessment practices to national accountability and international comparative testing practices all of which are significantly influenced by social and cultural conditions. A unique and timely contribution to the field of Educational Psychology, the Handbook of Human and Social Conditions in Assessment is written for researchers, educators, and policy makers interested in how social and human complexity affect assessment at all levels of learning. Organized into four sections, this volume examines assessment in relation to teachers, students, classroom conditions, and cultural factors. Each section is comprised of a series of chapters, followed by a discussant chapter that synthesizes key ideas and offers directions for future research. Taken together, the chapters in this volume demonstrate that teachers, test creators, and policy makers must account for the human and social conditions that shape assessment if they are to implement successful assessment practices which accomplish their intended outcomes.

Table of Contents:
Contents Foreword John Hattie Acknowledgements Volume Introduction: The human and social experience of assessment: Valuing the person and context Lois R. Harris and Gavin T. L. Brown Section 1: Teachers and Assessment Teachers’ Perceptions about Assessment: Competing Narratives Sarah Bonner Accountability assessment’s effects on teachers and schools Sharon L. Nichols and Lois R. Harris Moving from student to teacher: Changing perspectives about assessment through teacher education Mary Hill and Gayle Eyers In-service Teacher Professional Learning: Use of assessment in data-based decision-making Mei Kuin Lai and Kim Schildkamp Teachers and Assessment: Enhancing Assessment Capability Judy M. Parr and Helen S. Timperley Section 2: Students and Assessment Emotions that Matter to Achievement: Student Feelings about Assessment Elisabeth Vogl and Reinhard Pekrun Students' Perceptions of Novel forms of Assessment Katrien Struyven and Joana Devesa Student participation in assessment: Does it influence self-regulation? Daniel L. Dinsmore and Hope E. Wilson Toward a Model of Student Response to Feedback Anastasiya A. Lipnevich, David A. G. Berg and Jeffrey K. Smith Student dishonesty in the face of assessment: Who, why, and what we can do about it Tamera B. Murdock, Jason M. Stephens, and Morgan M. Grotewiel The Validity of Assessment When Students Don’t Give Good Effort Steve L. Wise and Lisa F. Smith Student Perceptions of Assessment James H. McMillan Section 3: Classroom Conditions Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions Ernesto Panadero Privacy in Classroom Assessment Robin D. Tierney and Martha J. Koch Differentiated Instruction and Assessment: An Approach to Classroom Assessment in Conditions of Student Diversity Tonya R. Moon Assessment of collaborative learning Jan-Willem Strijbos Student Self-Assessment in the Classroom Heidi L. Andrade and Gavin T. L. Brown Classroom processes that support effective assessment Bronwen Cowie and Christine Harrison Building Assessments That Work in Classrooms Susan M. Brookhart Section: Cultural Contexts The Impact of International Testing Projects on Policy and Practice Janna Teltemann and Eckhard Klieme Globalization of the Anglo-American approach to top-down, test-based educational accountability Bob Lingard and Steven Lewis Exploring the Influence of Culture on Assessment: The Case of Teachers’ Conceptions of Assessment in Confucian-Heritage Cultures Kerry J. Kennedy Educational assessment in Muslim countries: Values, polices, and practices Atta Gebril Assessment in Education in Multicultural Populations Fons J. R. van de Vijver Public perceptions about assessment in education Chad W. Buckendahl Computerising assessment: Impacts on education stakeholders Irvin R. Katz and Joanna S. Gorin Assessment and Sociocultural Context: A Bidirectional Relationship Kadriye Ercikan and Guillermo Solano-Flores The future of assessment as a human and social endeavour Gavin T. L. Brown and Lois R. Harris Contributing Authors Index