Goetz, T., Stempfer, L., Pekrun, R., van Tilburg, W. A. P., & Lipnevich A. A. (in press). Academic boredom. In M. Bieleke, W. Wolff, & C. Martarelli, Handbook of Boredom Research. New York: Routledge.Download
Smith, J. K., Berg, D. Lipnevich, A. A. (2022). Formative Assessment and Assessment for Learning: Distinctions, Mileposts, and a View to the Future. In Angela O’Donnell, Nicole C. Barnes, Johnmarshall Reeve (Eds.). The Oxford Handbook of Educational Psychology. Oxford University Press.Download
Janelli, M. & Lipnevich, A. A. (2020). The peril and promise of pre-tests in informal Massive Open Online Courses. In Glick, D., Cohen, A., & Chang, C. (Eds.) Early Warning Systems and Targeted Interventions for Student Success in Online Courses. IGI Global. Download
Panadero, E., Lipnevich, A. A., & Broadbent, J. (2019). Turning self-assessment into self- feedback. In D. Boud, M. D. Henderson, R. Ajjawi, & E. Molloy (Eds.), The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners: Springer.Download
Goetz, T., Lipnevich, A. A., Krannich, M., Gogol, K. (2018). Performance feedback and emotions. In Lipnevich A. A. & Smith, J. K. (Eds.) Cambridge Handbook of Instructional Feedback. Cambridge University Press.
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Smith, J. K. & Lipnevich, A. A. (2018). Instructional feedback: Analysis, synthesis, and extrapolation. In Lipnevich A. A. & Smith, J. K. (Eds.) Cambridge Handbook of Instructional Feedback. Cambridge University Press.Download
Lipnevich, A. A., Berg, D. Smith, J. K. (2106). The impact of feedback, grades, scores, and comments on students. In G. Brown (Ed.). Human Factors in Assessment. Oxford Press.Download
Lipnevich, A. A., Preckel, F., Roberts, R. D. (2016). Psychosocial Constructs: Knowns, Unknowns, and Where do we go From Here? In Lipnevich, A. A., Preckel, F., & Roberts, R. D. (Eds.) Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications. Springer.Download
Lipnevich, A. A., Gjicali, K., & Krumm, S. (2016) Understanding attitudes in education: New directions for assessment. In Khine, M.S. & Areepattamannil, S. (Eds.), Non-cognitive Skills and Factors in Educational Attainment (pp. 111-128). The Netherlands: Sense Publishers.Download
Lipnevich, A.A., MacCann, C., Roberts, R.D. (2013). Assessing noncognitive constructs in education: A review of traditional and innovative approaches. In D. Sklofske & V. Schwean (Eds.) Oxford Handbook of Psychological Assessment of Children and Adolescents. Cambridge, MA: Oxford University Press.Download
Roberts, R. D. & Lipnevich, A. A. (2011). From general intelligence to multiple intelligences: Meanings, models, and measures. In T. Urdan (Ed.) APA Educational Psychology Handbook (Vol. 2). American Psychological Association.Download
Smith, J. K. & Lipnevich, A. A. (2009). Formative assessment in higher education: Frequency and consequence. In D. M. McInerney, G. T.L. Brown, G. A. D. Liem (Eds.) Student Perspectives on Assessment: What Students Can Tell Us about Assessment for Learning. Information Age Publishing, Charlotte, NC.Download