Classroom Assessment in Action is a very useful book on the subject of classroom assessment and how to incorporate assessment in instruction. It discusses a range of assessment methods, discussing traditional testing approaches in depth while showing the diversity of assessment practices beyond testing. . . [T]his is an excellent introductory text for teachers and professionals about how to construct, evaluate, and improve assessments, authored by expert faculty in the areas of education and psychology. The book gives useful detail on relevant theory and methods, embedding the theoretical discussions in practical examples of how to implement the theory and methods in real-life classroom situations and discussions of how assessment can support decision making at multiple levels.
American Journal of Psychology
Classroom Assessment in Action is a first-rate text from which to teach classroom assessment. Well chosen topics and an easy-to-read style ensure that their book will be a valuable resource to students preparing to be teachers and principals as well as to professionals who need to revisit issues in classroom assessment.
James Algina, University of Florida Classroom Assessment in Action is very readable and useful as a stand-alone first text on the subject, as the material does not require previous training in statistics or measurement. The authors have done an excellent job of addressing the topics that need to be studied by those engaged in classroom assessment, particularly teachers. The treatment of the topic is such that application to classroom instruction should be relatively easy. This would also be an excellent text for a beginning graduate level course in classroom assessment and for both prospective teachers and teachers returning for additional graduate study.
Allan Cohen, University of Georgia Shermis and Di Vesta provide a very thorough coverage of the topic of classroom assessment with a very solid grounding in the context of instructional improvement. They also cover the policy issues related to school-based assessment and special topics beyond the standard classroom assessment book. This book is both a practical guide and a great reference for the complex issues that drive school-based assessment. I especially liked the focus on improving tests and instruction and the practical guidelines for scoring open-ended assessments. I strongly endorse this book for courses on classroom assessment or as a reference work for those who are in the trenches evaluating student work in an instructional context.
Mark D. Reckase, Michigan State University