Contributor Biographies. Introduction, Susan M. Brookhart and James H. McMillan I. Classroom Assessment Information
1. Perspectives on the Validity of Classroom Assessments, Michael T. Kane and Saskia Wools 2. Cognitive Diagnosis is Not Enough: The Challenge of Measuring Learning with Classroom Assessments, Jacqueline P. Leighton 3. Language in Practice: A Mediator of Valid Interpretations of Information Generated by Classroom Assessments among Linguistically and Culturally Diverse Students, Alison L. Bailey and Richard Duran 4. Feedback and Measurement, Susan M. Brookhart 5. Discussion of Part I: Assessment Information in Context, James H. McMillan II. The Use of Classroom Assessment Information to Enhance Learning
6. Guidance in the Standards for Classroom Assessment: Useful or Irrelevant? Steve Ferrara, K. Maxey-Moore, and Susan M. Brookhart 7. Defining Trustworthiness for Teachers’ Multiple Uses of Classroom Assessment Results, Alicia C. Alonzo 8. Learning Progressions and Embedded Assessment, Derek C. Briggs and Erin M. Furtak 9. The Role of Technology-Enhanced Self and Peer Assessment in Formative Assessment, E. Caroline Wylie and Christine J. Lyon 10. Discussion of Part II: Should "Measurement" Have a Role in Teacher Learning about Classroom Assessment? Lorrie A. Shepard III. Emerging Issues in Classroom Assessment
11. Towards Measures of Different and Useful Aspects of Schooling: Why Schools Need Both Teacher Assigned Grades and Standardized Assessments, Alex J. Bowers 12. Digital Technologies: Supporting and Advancing Assessment Practices in the Classroom, Michael Russell 13. Fairness in Classroom Assessment, Joan Herman and Linda Cook 14. Discussion of Part III: Emerging Issues in Classroom Assessment, Mark R. Wilson