Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another.

Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

"For too long, the field of assessment has been divided into two camps: those focused on classroom assessment and those focused on large-scale standardized testing. The former group hasconcentrated more on students and curriculum and the latter on data and analytic techniques. Susan M.Brookhart and James H.McMillan have done a masterful job assembling a stellar cast of experts to bring together these two sub-fields of assessment. The fact that an assessment book with many chapters authored by some of the biggest names inlarge-scale assessment uses the word "student" 2,827 times, "learning" 1,578 times, and "instruction" 322 times (and "reliability" only 110 times!) provides me with hope that educational assessment can return to its most important purpose: providing the feedback that helps teachers teach better and students learn better. It should be read by every measurement expert." --Neal Kingston, University Distinguished Professor ofEducational Psychology and Director of theAchievement and Assessment Institute at the University of Kansas, USA