Classroom Assessment and Educational Measurement
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Contributors -- Introduction -- Purpose and Organization of This Volume -- What Is Classroom Assessment? -- What Is the Role of the Measurement Community in Classroom Practice? -- Conclusion -- References -- PART I: CLASSROOM ASSESSMENT INFORMATION -- Chapter 1: Perspectives on the Validity of Classroom Assessments -- Argument-Based Approach to Validation -- Perspectives on Assessment -- Classroom Assessment -- Concluding Remarks -- References -- Chapter 2: Cognitive Diagnosis Is Not Enough: The Challenge of Measuring Learning with Classroom Assessments -- Basic Goal of Classroom Assessments: Supporting Student Learning -- The Challenge of Integrating Students' Personality Traits with Classroom Assessment Results -- The Challenge of Measuring Students' States of Emotion and Relatedness -- A Model for Contextualizing Classroom Assessment -- Conclusion -- References -- Chapter 3: Language in Practice: A Mediator of Valid Interpretations of Information Generated by Classroom Assessments among Linguistically and Culturally Diverse Students -- Limitations of Large-Scale Testing of Situated Language Practices during Instruction -- Classroom Assessment: Capturing Situated EL Student Performance in Interaction -- Language Practices as Assessment Mediator -- Effects of Students' Language Variation on the Design of Valid Classroom Assessments -- Leveraging the Effects of Students' Language Variation for Improved Assessment -- Concluding Remarks -- Notes -- References -- Chapter 4: Feedback and Measurement -- Definitions and Key Concepts -- Types of Feedback, Types of Measurement, and Their Relationship -- Feedback and Validation -- Conclusion -- Note -- References -- Chapter 5: Discussion of Part I: Assessment Information in Context -- Introduction.