Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: (1) Comprehensive--nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments; (2) Integrative--thoughtful attention is given to the integration of large-scale and classroom assessments; (3) Practical--provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction; (4) Global--provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems; and (5) Accessible Style--although grounded in the latest research, the book's style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies. Contents of this handbook include: Section I: Foundations of Formative Assessment: (1) An Introduction to Formative Assessment: History, Characteristics, and Challenges (Gregory J. Cizek); (2) An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment (Dylan Wiliam); (3) The Practical Implications of Educational Aims and Contexts for Formative Assessment (James McMillan); Section II: Formative Assessment Methods and Practice: (4) Peers as a Source of Formative Assessment (Keith J. Topping); (5) Formative Assessment Applications of Culminating Demonstrations of Mastery (Jill Davidson and Jay Feldman); (6) Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (Heidi L. Andrade); (7) Formative Assessment: The Contribution of Benjamin S. Bloom (Thomas R. Guskey); (8) Technology-Aided Formative Assessment of Learning: New Developments and Applications (Michael K. Russell); (9) Formative Assessment, Motivation, and Science Learning (Maria Araceli Ruiz-Primo, Erin Marie Furtak, Carlos Ayala, Yue Yin, and Richard J. Shavelson); (10) Research and Strategies for Adapting Formative Assessment for Students with Special Needs (Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, and Alexander Kurz); (11) Research and Recommendations for Formative Assessment with English Language Learners (Jamal Abedi); (12) Moment-by-moment Formative Assessment of Second Language Development: ESOL Professionals at Work (Carla Meskill); (13) Formative Assessment Practices that Maximize Learning for Students At-Risk (Gerunda B. Hughes); (14) Essential Formative Assessment Competencies for Teachers and School Leaders (Rick Stiggins); (15) Research on Characteristics of Effective Professional Development Programs for Enhancing Educators' Skills in Formative Assessment (M. Christina Schneider and Bruce Randel); Section III: Challenges and Future Directions for Formative Assessment: (16) Mixing It Up: Combining Sources of Classroom Achievement Information for Formative and Summative Purposes (Susan M. Brookhart); (17) Psychometric Challenges and Opportunities in Implementing Formative Assessment (Walter D. Way, Robert P. Dolan, and Paul Nichols); (18) Strategies and Policies for Incorporating Formative Assessment into Comprehensive and Balanced State Assessment Systems (Doug A. Rindone and Duncan MacQuarrie); (19) Keeping the Focus, Expanding the Vision, Maintaining the Balance: Preserving and Enhancing Formative Assessment in Nebraska (Chris W. Gallagher); and (20) Summing Up and Moving Forward: Key Challenges and Future Directions for Research and Development in Formative Assessment (Heidi L. Andrade).