Includes bibliographical references and index.

Part I. Classroom assessment information

Perspectives on the validity of classroom assessments

Cognitive diagnosis is not enough : the challenge of measuring learning with classroom assessments

Language in practice : a mediator of valid interpretations of information generated by classroom assessments among linguistically and culturally diverse students

Feedback and measurement

Discussion of part I : assessment information in context

Part II. The use of classroom assessment information to enhance learning

Guidance in the standards for classroom assessment : useful or irrelevant?

Defining trustworthiness for teachers’ multiple uses of classroom assessment results

Learning progressions and embedded assessment

The role of technology-enhanced self- and peer assessment in formative assessment

Discussion of part II : should “measurement” have a role in teacher learning about classroom assessment?

Part III. Emerging issues in classroom assessment

Towards measures of different and useful aspects of schooling : why schools need both teacher-assigned grades and standardized assessments

Digital technologies : supporting and advancing assessment practices in the classroom

Fairness in classroom assessment

Discussion of part III : emerging issues in classroom assessment