Kingston and Nash (2011) recently presented a meta-analysis of studies showing that the effect of formative assessment on K-12 student achievement may not be as robust as widely believed. This investigation analyzes the methodology used in the Kingston and Nash meta-analysis and provides further analyses of the studies included in the study. These…

This study shows the extent to which effect size is reported and discussed in four major journals. A series of judgments about different aspects of effect size were conducted for 417 articles from four journals. Results suggest that while the reporting of simple effect size indices is more prevalent, substantive discussions of the meaning of…

Uses suggestions and guidelines from a number of sources to present, in light of current assessment demands and contemporary theories of learning and motivation, 11 basic principles to guide the assessment training and professional development of teachers and administrators. (SLD)