Faculty & Research

Recent Publications - Books

Handbook of formative assessment

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Andrade, H. L., & Cizek, G. J. (Eds.)
New York: Routledge, A Taylor & Francis Group (2009)
ISBN-10: 0415993202
ISBN-13: 978-0415993203

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Gregory Cizek, professor of educational measurement and evaluation at the School of Education, recently co-edited a book titled Handbook of formative assessment. Co-edited by Heidi Andrade, assistant professor at the University at Albany, State University of New York, the handbook features 19 chapters exploring the potential of formative assessments to improve student achievement.

The chapter authors are leading international scholars and practitioners. They discuss key issues that are important to formative assessment policy and practice today, as well as those that are likely to affect research and practice in the future. The chapter topics include: classroom assessment, large-scale application, technological applications, applications for special needs students, K-12 applications, psychometric considerations, case studies and discussions of alternative assessment formats.

Additionally, the handbook provides a global viewpoint by presenting perspectives from scholars and practitioners whose expertise spans diverse settings, student populations and educational systems.

The handbook is divided into three sections. Section I provides an introduction written by Cizek which explores the history, characteristics and challenges of formative assessment. Other chapters in this section provide a summary of the research literature and discuss the practical implications of educational contexts relative to formative assessment.

Section II addresses the methods and practice of formative assessment. The 12 chapters in this section cover a variety of topics such as “Peers as a source of formative assessment” and “Technology-aided formative assessment of learning.” This section also addresses formative assessment for various student populations such as English Language Learners, students with special needs and students who are considered at-risk. Additionally, Section II includes chapters on competencies that are important for teachers and school leaders in this area, as well as research on effective professional development programs for enhancing educators’ skills in conducting formative assessment.    

The final section addresses challenges and future directions for formative assessment. Strategies and policies are suggested for incorporating formative assessment into state assessment systems. Future directions are proposed for research and development in formative assessment.

Cizek joined the faculty of the UNC School of Education in 2000 and currently serves as coordinator of the Ph.D. in Education’s research specialization in Educational Psychology, Measurement and Evaluation. He has published more than more than 300 journal articles, book chapters, conference papers and other publications, as well as several widely cited books.  He has received national awards recognizing his contribution to educational measurement and research methodology as well as his work in disseminating educational measurement concepts to the public. He serves on the U.S. Department of Education’s National Technical Advisory Council. He recently traveled to Israel to present an invited lecture and participate in the development of an exhibit focused on the benefits of different forms of testing.