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Previous Chapter Chapter 5: Research on Teacher Competency in Classroom Assessment Next Chapter

Cynthia Campbell

In: SAGE Handbook of Research on Classroom Assessment

Chapter 5: Research on Teacher Competency in Classroom Assessment

Edited by: James H. McMillan

DOI: http://dx.doi.org/10.4135/9781452218649.n5

Subject: Summative Assessment & Testing, Student Assessment (general), Formative Assessment

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Campbell, C. (2013). Research on teacher competency in classroom assessment. In J. H. McMillan SAGE handbook of research on classroom assessment (pp. 71-84). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452218649.n5

Campbell, Cynthia. "Research on Teacher Competency in Classroom Assessment." In SAGE Handbook of Research on Classroom Assessment, 71-84. Thousand Oaks, CA: SAGE Publications, Inc., 2013. doi: 10.4135/9781452218649.n5.

Campbell, C 2013, 'Research on teacher competency in classroom assessment', in Sage handbook of research on classroom assessment, SAGE Publications, Inc., Thousand Oaks, CA, pp. 71-84, viewed 6 December 2019, doi: 10.4135/9781452218649.n5.

Campbell, Cynthia. "Research on Teacher Competency in Classroom Assessment." SAGE Handbook of Research on Classroom Assessment. James H. McMillan. Thousand Oaks: SAGE Publications, Inc., 2013. 71-84. SAGE Knowledge. Web. 6 Dec. 2019, doi: 10.4135/9781452218649.n5.

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Section 1: Important Contexts for Research on Classroom Assessment
Chapter 1: Why We Need Research on Classroom Assessment
Chapter 2: Classroom Assessment in the Context of Learning Theory and Research
Chapter 3: Classroom Assessment in the Context of Motivation Theory and Research
Chapter 4: Classroom Assessment in the Context of High-Stakes Testing
Chapter 5: Research on Teacher Competency in Classroom Assessment
Section 2: Technical Quality of Classroom Assessments
Chapter 6: Validity in Classroom Assessment: Purposes, Properties, and Principles
Chapter 7: Reliability in Classroom Assessment
Chapter 8: Fairness in Classroom Assessment
Chapter 9: Measuring Classroom Assessment Practices
Section 3: Formative Assessment
Chapter 10: Formative and Summative Aspects of Assessment: Theoretical and Research Foundations in the Context of Pedagogy
Chapter 11: Gathering Evidence of Student Understanding 1
Chapter 12: Feedback and Instructional Correctives
Chapter 13: Examining Formative Feedback in the Classroom Context: New Research Perspectives
Section 4: Summative Assessment
Chapter 14: Research on Classroom Summative Assessment
Chapter 15: Grading
Section 5: Methods of Classroom Assessment
Chapter 16: Constructed-Response Approaches for Classroom Assessment
Chapter 17: Writing Selected-Response Items for Classroom Assessment
Chapter 18: Performance Assessment
Chapter 19: Portfolios and E-Portfolios: Student Reflection, Self-Assessment, and Goal Setting in the Learning Process
Chapter 20: Understanding and Assessing the Social–Emotional Attributes of Classrooms 1
Chapter 21: Student Self-Assessment 1
Chapter 22: Peers as a Source of Formative and Summative Assessment
Section 6: Differentiated Classroom Assessment
Chapter 23: Differentiation and Classroom Assessment
Chapter 24: Classroom Assessment in Special Education
Chapter 25: Classroom Assessment in Mathematics
Chapter 26: Research on Assessment in the Social Studies Classroom
Chapter 27: Assessment in the Science Classroom: Priorities, Practices, and Prospects
Chapter 28: Classroom Assessment in Writing

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Keywords

teacher assessment,
teacher competencies,
teacher preparation,
assessment,
teaching,
assessment of student competence,
self-reports

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