Teaching on Assessment

Edited by:
Sharon L. Nichols, University of Texas at San Antonio
Divya Varier, George Mason University

A volume in the series: Theory to Practice: Educational Psychology for Teachers and Teaching. Editor(s): Mike Yough, Oklahoma State University. Jane S. Vogler, Oklahoma State University. Eric M. Anderman, The Ohio State University.

In an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of the principles of human learning, motivation, and development. Each volume in this series will draw upon the latest research to help college instructors select and model essential principles of learning, motivation, assessment, and development to prepare professionals to work with children and adolescents in diverse learning contexts using asset-based pedagogies. The primary audiences for this series are instructors who teach educational psychology content in teacher education programs.

We are seeking chapters that fall within the following themes, under which we provide some potential topic ideas:

Understanding how to conceptualize, develop, and use assessments in K-12 classrooms
• Fundamental principles of assessment and measurement
• Data-driven decision making
• Influence of technology on teachers’ assessment practice (innovations, data systems, web applications, software)
• Assessment for, of, and as learning

Major policy and practice trends in educational assessment
• High-stakes testing, accountability, and large-scale standardized testing
• The influence of national and state curricula
• Assessment of higher order thinking skills

The role of assessments in teaching, learning, and motivation for diverse learners
• Assessing learners from diverse backgrounds (focus on culture, gender, SES, special education)
• Assessments and motivation
• Assessments and social emotional competencies

Proposals should be between 500-750 words and address the following:
• Scope and summary of the proposed chapter
• Fit to the series and volume, as well as the theme listed above

In the spirit of collaboration and mentorship, though certainly not required, we would like to encourage authors to include their graduate students on the work.

Estimated Timeline:
• Proposals should be submitted to Christina Regier (christina.regier@okstate.edu) by November 15, 2018.
• Decisions will be made sometime in January, 2019.
• First drafts due May 2019.
• Final drafts due December 2019.
• Volume published spring 2020.

Chapters will be approximately 20-30 double-space pages including references, tables, and figures.

For any questions, please contact volume co-editors Sharon Nichols (Sharon.Nichols@utsa.edu) or Divya Varier (dvarier@gmu.edu).

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