McMillan, J.H. (Ed.). (2008). Formative classroom assessment: Theory into practice. New York: Teachers College Columbia University.
This book includes a collection of articles exploring formative assessment theory and practice related to teaching in K-12 classrooms. Essay topics include the reasons to use formative assessment practices to improve student learning, theoretical foundations and a review of relevant literature, and Benjamin S. Bloom's work contributing to formative assessment research, theory, and practice. The book also includes articles discussing implications of high-stakes testing for formative classroom assessment, large-scale assessments and implications for research, theory, and practice, and formative classroom assessment in specific subjects including Science, Mathematics, English, the Humanities, and Social Sciences. Essays are written by well-known experts in the field.
Formative Assessment, Multiple Measures