Classroom Assessment: Principles and Practice for Effective Standards-based InstructionPearson/Allyn & Bacon, 2007 - 448 halaman This text provides prospective and current teachers with a concise, non-technical, and practical guide to conducting a full range of high-quality classroom assessments. The text emphasizes assessment in the context of the realities of teaching and teacher decision-making in an era of standards-based education. Assessment methods are integrated with instruction and presented according to when teachers evaluate students (before, during, and after an instructional unit), the learning targets that are measured, and standards emphasized in state-wide testing. There is considerable emphasis on the nature of learning targets and how different assessments are most appropriate for different targets. For each assessment technique, suggestions for effective practice are presented with examples, case studies, and teacher interviews. This edition includes additional emphasis on formative assessment for student learning. There are separate chapters on contemporary assessment techniques and issues, such as performance and portfolio assessments, as well as separate chapters on assessing affective targets and students with disabilities included in the regular classroom. teachers to administer, interpret, and use results from standards-based large scale assessments and other standardized tests. |
Isi
Learning Targets and Standards | 27 |
Criteria for Selecting Learning Targets and Standards | 50 |
HighQuality Classroom Assessment | 56 |
Hak Cipta | |
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Istilah dan frasa umum
ability achievement appropriate areas assess student attitudes binary-choice Bloom's taxonomy chapter checklist classroom assessment cognitive complete Concept Map construct correct answer deep understanding demonstrate dents descriptions determine develop difficult disabilities Education error essay items evaluation feedback Figure focus format formative assessment give students goals grade homework identify important improve indicate instruction judgments learning targets match mathematics mean measure ment metacognitive methods motivation multiple-choice norm group norm-referenced tests objective observation parents percent percentile percentile rank performance assessment portfolio assessment problem procedural knowledge procedures questions reading reasoning skills reliability require responses rubric samples scoring criteria selected-response self-assessment self-concept self-efficacy short-answer simple understanding specific standard deviation standard scores standardized tests standards-based stanine student learning student performance suggestions summative assessment Table Teacher's Corner teachers teaching test items test scores tion validity writing z-score