Classroom Assessment: Principles and Practice that Enhance Student Learning and Motivation, 7th edition

James H. McMillan Virginia Commonwealth University

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For courses in assessment and tests and measurement.

Principles and practices that enhance student learning and motivation

Classroom Assessment presents classroom assessment principles in a non-technical, engaging way where readers learn and practice skills. It draws on new research to show how to effectively use classroom assessment to improve student learning and motivation. Practical examples, suggestions and case studies demonstrate strategies and techniques.

The 8th Edition emphasizes formative assessment and includes more coverage of self-assessment, the impact of standards-based accountability testing, dispositions, technology-enhanced items and assessment of culturally diverse students.

Hallmark features of this title

Readers will learn how to create or choose the right kind of high-quality assessment to communication sciences and disorders using an evidence-based, lifespan perspective–providing the right mix of breadth and depth for an introductory text.
- Specific examples detail structured exercises, pretests, in-class assignments, quizzes, unit tests, structured response items and more.
- Coverage of the construction and evaluation of different types of assessment shows readers how to design effective assessments.
Teacher Corners vignettes, written by K to 12 teachers, show students first-hand how to apply effective assessment to real-life situations.
Suggestions for action research at the end of each chapter encourage students to gather information from real-life contexts.
Checklists for writing and evaluating items provide concise guidelines to follow.

New and updated features of this title

NEW: A restructuring of the information on formative assessment presents the subject more clearly aligned to actual teacher practice, whether formative assessment occurs during instruction or after a summative assessment is completed. (Chs. 4 & 5)
NEW: 2 full chapters focus on formative assessment, including new ways of conceptualizing formative assessment to be more relevant to interactions with students and feedback. (Chs. 4 & 5)
NEW: A new chapter on assessment of culturally and linguistically diverse students provides coverage of assessment practices of these growing student populations. (Ch. 13)
NEW: Introductory case studies of teachers at the beginning of each chapter engage students with teachers' assessment decision making.
NEW: A new sequence of chapters allows students to incorporate the expanding influence of high-stakes accountability testing in their classroom assessments.

Chapter 1. The Role of Assessment in Teaching and Learning
Chapter 2. Standards and Cognitive Learning Targets
Chapter 3. High-Quality Classroom Assessment
Chapter 4. Embedded Formative Assessment
Chapter 5. Summative-Based Formative Assessment
Chapter 6. Summative Assessment I: Planning and Implementing Classroom Tests
Chapter 7. Summative Assessment II: Using Standards-Based and Standardized Tests
Chapter 8. Selected-Response Assessment: Multiple-Choice, Binary-Choice, and Matching Items
Chapter 9. Constructed-Response Assessment: Completion, Short-Answer, and Essay Items
Chapter 10. Performance Assessment
Chapter 11. Assessing “Noncognitive” Dispositions and Traits
Chapter 12. Assessing Students with Special Needs
Chapter 13. Assessing Culturally and Linguistically Different Students
Chapter 14. Grading and Reporting Student Performance

About our author

James McMillan is Professor of Education in the School of Education at Virginia Commonwealth University (VCU). He obtained his master's degree from Michigan State University and his doctorate from Northwestern University and has taught at VCU for 35 years. Dr. McMillan has published several editions of 3 research methods textbooks and 2 assessment texts, in addition to over 60 journal articles and has made many national, international and state presentations. He is editor of the Sage Handbook of Research on Classroom Assessment (2013) and has chaired two AERA Special Interest Groups - Classroom Assessment and Professors of Educational Research. His current research interests include classroom assessment, benchmark testing, student perceptions of assessment related to mistakes and learning errors and the impact of high-stakes testing on educational policy, schools and students. Dr. McMillan resides in Richmond, Virginia, and summers in northwest lower Michigan.

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