Bloom, B.S., Hastings, J. T., & Madaus, G.F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw Hill. A classic volume, full of provocative ideas and practical suggestions. Somewhat limited by its assumption of the primacy of mastery learning.
Christofi, C. (1988). Assessment and profiling in science: A practical guide. London: Cassell. Although it addresses the British experience, this guide is useful to see the ways in which profiles and portfolios can be applied.
Cross, K.P., & Angelo, T.A. (1988). Classroom assessment techniques: A handbook for faculty. University of Michigan, Ann Arbor: National Center for Research to Improve Post-secondary Teaching and Learning. This book is written for post- secondary educators but has some interesting and 'different' ideas that might apply at the K-12 level.
Ebel, R.L., & Frisbie, D.A. (1986). Essentials of educational measurement. Fourth Edition. New Jersey: Prentice Hall. Robert Ebel has long been an advocate of objective testing. This book has a wealth of student assessment techniques and down-to-earth advice.
Gronlund, N.E. (1982). Constructing achievement tests. Third Edition. New Jersey: Prentice Hall. An updated version of a classic. The book draws heavily on the philosophy of behavioral objectives. It has some excellent suggestions.
Making the grade: Evaluating student progress. (1987). Scarborough: Prentice Hall. A well-known text derived from a handbook compiled by the Board of Education for the City of Etobicoke for its schools. It has strong context-setting introductory chapters
Natriello, G., & Dornbusch, S.M. (1984). Teacher evaluative standards and student effort. New York: Longman. Reviews much of the classroom research on what teachers actually do when evaluating their students. Despite the emphasis on research, there are suggestions for improving teacher practice.
Nelson, C.H. (1970). Measurement and evaluation in the classroom. London: Macmillan.
Roid, G.H., & Haladyna, T.M. (1982). A technology for test-item writing. New York: Academic Press.
Scoring procedures for provincial and scholarship examination essays (1990). Victoria: B.C. Ministry of Education.
Shell Center for Mathematical Education (n.d.). Evaluating process aspects of mathematics. Nottingham, England: University of Nottingham.
Smith, F.M. (1984). Constructing and using achievement tests in the classroom: A competency based text. New York: Peter Lang.
Taylor, H., Greer, R.N., & Mussio, J. (1978). Construction and use of classroom tests: A resource book for teachers. Victoria: B.C. Ministry of Education.
Elbow, P. (1986). Embracing contraries: Explorations in learning and teaching. Oxford: Oxford University Press.
Fair, J.W., and Associates (1980). Teacher interaction and observation practices in the evaluation of student achievement. Toronto: Ontario Ministry of Education. This study concentrates on how teachers evaluate their students on high inference objectives.
Johnson, D.W., & Johnson, R.T. (1989). Cooperative learning and mainstreaming. In R. Gaylord-Ross (Ed.), Integration strategies for students with handicaps (pp. 233-248). Baltimore: Paul Brookes Publishing
Johnson, D.W., & Johnson, R.T. (1991). Learning together and alone. (Third Edition) Englewood Cliffs, NJ: Prentice Hall.
Johnson, D.W., Johnson, R.T., Holubec, E., & Roy, P. (1984). Circles of learning: Cooperation in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development. One of many publications prepared by the Johnson brothers, strong advocates of cooperative learning. Their work is characterized by an attempt to develop the operational rules and conditions under which cooperative learning can flourish.
McLean, L.D. (1985). The craft of student evaluation in Canada. Toronto: Canadian Education Association. This short compilation by one of Canada's leading student measurement experts reviews much of the research and applies it to the Canadian context.
Wahlstrom, M.W., & Danley, R.R. (1976). Assessment of student achievement: A survey of the assessment of student achievement in Ontario. Toronto: Ontario Ministry of Education.
Clarke, P. (1983). The teacher is the best judge of a
student's performance. The B.C. Teacher, November-December, 61-63.
Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481. An extensive review of literally hundreds of studies on classroom evaluation practices. It covers a wide range of issues.
Falchikov, N., & Boud, D. (1989). Student self- assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430. A critical examination of the research on self-assessment at the university level. Many of its conclusions, especially on the effects of age and experience, apply to school level self-assessment.
Feldhusen, J.F. (1964). Student perceptions of frequent quizzes and post-mortem discussions of tests. Journal of Educational Measurement, 1 51- 54. Found that many students feel that frequent testing helps them study but that postmortems do not improve learning.
Flinders, D.J. (1989). Does the "Art of Teaching" have a future? Educational Leadership, 46 (8), 16- 20.
Haney, W. (1985). Making testing more educational. Educational Leadership, October, 4- 13. Stresses the importance of emphasizing the improvement of teaching rather than expanding the bureaucracy.
Haney, W., & Madaus, G. (1989). Searching for alternatives to standardized tests: Whys, whets, and whithers. Kappan, May, 683-697.
Holmes, M. (1972). An alternative method for presenting student evaluation grades in the secondary school. The School Guidance Worker, 27 (4), 45-52. An early attempt to advocate professional judgment in the interpretation of marks.
Natriello, G. (1984). Teachers' perceptions of the frequency of evaluation and assessments of their effort and effectiveness. American Educational Research Journal, 21 (3), 579-595.
Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22 (2), 156-175. A comprehensive review of recent studies.
Peckham, P.D., & Roe, M.D. (1987). The effects of frequent testing. Journal of Research and Development in Education, 10 (3), 40-50. The article suggests, albeit cautiously, that frequent testing has benefits.
Rogers, V.R., & Stevenson, C. (1988). How do we know what kids are learning in school? Educational Leadership, February, 68-75.
Stiggins, R.J. (1989). Relevant training for teachers in classroom assessment. Paper presented to the Annual Meeting of the National Council on Measurement in Education in San Francisco, California.
Stiggins, R.J., & Bridgeford, N.J. (1985). The ecology of classroom assessment. Journal of Educational Measurement, Winter, 271-286. A study that reveals "teachers are concerned about assessment and know that improvement may be needed, but they will need help to bring about necessary changes" (p. 271).
Stiggins, R.J., Conklin, N.F., & Bridgeford, N.J (1986). Classroom assessment: A key to effective education. Educational Measurement: Issues and Practice. 5 (2), 5-17. Stiggins has been a tireless worker in trying to understand the realities of teachers' assessment practices and in helping them expand their repertoire of techniques.
Wiggins, G. (1988). Rational numbers: Toward
grading and scoring that help rather than harm
learning. American Educator, Winter. 20-25;
45-48. Advocates portfolio-type assessment.
Saskatchewan Education Publications
Saskatchewan Education (1983). Student
evaluation: A teacher handbook for grades 1 to 12.
Regina, Saskatchewan.
Saskatchewan Education (1984, February). Directions: The final report of the minister's advisory committee on curriculum and instruction. Regina, Saskatchewan.
Saskatchewan Education (1988, August). Understanding the common essential learnings: A handbook for teachers. Regina, Saskatchewan.
Saskatchewan Education (1989, January). Evaluation in education: Report of the minister's advisory committee on evaluation and monitoring. Regina, Saskatchewan.
Saskatchewan Education (1989, March). A strategic plan for follow-up to the report of the minister's advisory committee on evaluation and monitoring. Regina, Saskatchewan.
Saskatchewan Education (1991). Instructional approaches: A framework for professional practice. Regina, Saskatchewan.