An introduction to student-involved assessment for learning:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXV, 327 S. Ill. 23 cm |
| ISBN: | 9780132563833 0132563835 |
Internformat
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| 245 | 1 | 0 | |a An introduction to student-involved assessment for learning |c Rick Stiggins, Jan Chappuis |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XXV, 327 S. |b Ill. |c 23 cm | ||
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
PREFACE XVII
PART I KEYS TO CLASSROOM ASSESSMENT
QUALITY 1
CHAPTER 1 CLASSROOM ASSESSMENT FOR STUDENT SUCCESS 3
20
12 13
3
11
9
CHAPTER FOCUS 3
A TEACHER S CLASSROOM ASSESSMENT RESPONSIBILITIES
A STORY OF ASSESSMENT FOR STUDENT SUCCESS 4
SUCCESSJROM THE STUDENT S POINT OFVIEW 7
THE KEYS TO SUCCESS 9
SOME STUDENTS AREN T SO LUCKY
OTHER POTENTIAL PROBLEMS 11
ANTICIPATING AND AVOIDING ASSESSMENT PROBLEMS
WE NEED VALID ASSESSMENTS 11
WE NEED RELIABLE ASSESSMENTS 12
ASSESSMENT FOR LEARNING: GPS FOR STUDENT SUCCESS
THE CHANGING MISSION OF SCHOOLS AND ROLE OF ASSESSMENT
IMPORTANT BENEJITS TO YOU 14
A FUNDAMENTAL ASSESSMENT BELIEF 15
THE EMOTIONAL DYNAMICS OF ASSESSMENT 16
A SPECIAL NOTE ABOUT STRUGGLING LEARNERS 1 7
GUIDES TO VALID AND RELIABLE ASSESSMENT EFFECTIVELY USED 18
GUIDING PRINCIPLE 1: START WITH A CLEAR PURPOSE: WHY AM I ASSESSING? 18
GUIDING PRINCIPLE 2: START WITH CLEAR AND APPROPRIATE ACHIEVEMENT
TARGETS:
ASSESS WHAT? 19
GUIDING PRINCIPLE 3: CREATE HIGH-QUALITY ASSESSMENTS THAT YIELD
DEPENDABLE
INFORMATION 19
GUIDING PRINCIPLE 4: COMMUNICATE RESULTS EFFECTIVELY
AN OVERARCHING PRINCIPLE: STUDENT INVOLVEMENT 20
SUMMARY: THE LMPORTANCE OF SOUND ASSESSMENT 21
PRACTICE WITH CHAPTER 1 IDEAS 22
IX
IMAGE 2
X
CONTENTS
CHAPTER 2 UNDERSTANDING WHY WE ASSESS 23
CHAPTER FOCUS 23
OUR BALANCED ASSESSMENT MISSION 23
CLASSROOM USERS AND USES 26 INTERIM/ BENCHMARK ASSESSMENT USERS 27 USERS
AND USES OF ANNUAL TESTS 27 GENERALIZATIONS ACROSS LEVELS OF USERS AND
USES 29
THEREFORE, THE KEYS TO ASSESSMENT FUER LEAMING 29 SUMMARY: ASSESSMENT FOR
MANY PURPOSES 31
PRACTICE WITH CHAPTER 2 IDEAS 32
CHAPTER 3 CLEAR ACHIEVEMENT EXPECTATIONS: THE FOUNDATION OF SOUND
ASSESSMENT 34
CHAPTER FOCUS 34
VALIDITY IN TERMS OF LEARNING TARGETS 34
DEFINING ACHIEVEMENT TARGETS 35 ARGUMENTS IN FAVOR OF CLEAR AND
APPROPRIATE TARGETS 39
BENEFITL:CONRROLOFYOURPROFESS~NALSUCCESS 39 BENEFIT 2: ENHANCED STUDENT
ACADEMIC SELF-EFFICACY 43 BENEFIT 3: GREATER ASSESSMENT EFFICIENCY 43
BENEFIT 4: ACCURATE CLASSROOM ASSESSMENTS 43 SOURCES OF INFORMATION
ABOUT ACHIEVEMENT EXPECTATIONS 44
COMMON CORE ACHIEVEMENT STANDARDS 44 STATE AND LOCAL STANDARDS 44 LOCAL
WRITTEN CURRICULUM 44 PROFESSIONAL DEVELOPMENT AND NETWORKING 45
LEARNING TARGETS FOR THE TWENTY-FIRST CENTURY 45
KNOWING AND UNDERSTANDING TARGETS 46 REASONING TARGETS 49 PERFORMANCE
SKILLS TARGETS 62 PRODUCT DEVELOPMENT TARGETS 62
DISPOSITION TARGETS-THE AFFECTIVE DOMAIN 63 SUMMARY OFTARGETS 64 THE
CRITICAL CONNECTION: STANDARDS TO CLASSROOM LEARNING TARGETS 65
SCAFFOLDING STANDARDS 65 STUDENT-FRIENDLY TARGETS 67 SUMMARY: CLEAR
TARGETS ARE ESSENTIAL FOR SOUND ASSESSMENT 68
PRACTICE WITH CHAPTER 3 IDEAS 69
IMAGE 3
CONTENTS
XI
CHAPTER 4 DESIGNING QUALITY CLASSROOM ASSESSMENTS 71
84
86
75 76
82 83
74
85
73
CHAPTER FOCUS 71
THE ASSESSMENT OPTIONS 71
SELECTED RESPONSE ASSESSMENT ESSAY ASSESSMENT 74
PETJORMANCE ASSESSMENT 74
PERSONAL COMMUNICATION AS ASSESSMENT
KEEP ALL OPTIONS IN PLAY 75
PRIOR TO BEGINNING DESIGN: KNOW YOUR LEARNING TARGET(S)
DESIGN FEATURE 1: MATCHING METHODS WITH LEARNING TARGETS
ASSESSING CONTENT KNOWLEDGE AND UNDERSTANDING 77
ASSESSING REASONING PROFICIENCY 80
ASSESSING MASTERY OF PETJORMANCE SKILIS
ASSESSING PROFICIENCY AT CREATING PRODUCTS
ASSESSING DISPOSITIONS 83
SOME FINAL POINTS ABOUT TARGET-METHOD MATCH 84
THE REMAINING THREE DESIGN FEATURES OF QUALITY ASSESSMENTS
DESIGN FEATURE 2: SAMPLE ACHIEVEMENT APPROPRIATELY 85
DESIGN FEATURE 3: BUILD THE ASSESSMENT OF QUALIIY EXERCISES, TASKS,
ITERNS. AND
SCORING PROCEDURES 85
DESIGN FEATURE 4: MINIMIZE BIAS
ASSESSMENT FOR LEARNING 86
SUMMARY: AVISION OF EXCELLENCE IN CLASSROOM ASSESSMENT PRACTICE WITH
CHAPTER 4 IDEAS 88
PART 11 UNDERSTANDING ASSESSMENT
METHODS 89
CHAPTER 5 SELECTED RESPONSE ASSESSMENT 91
CHAPTER FOCUS 91
THE CONVENTIONAL ASSESSMENT METHODS 92
WHEN TO USE SELECTED RESPONSE FORMATS 92
THE MYTH OF OBJECTIVITY 93
MATCHING METHOD TO LEARNING TARGET 93
ASSESSING KNOWLEDGE MASTERY 94
ASSESSING REASONING 95
ASSESSING PETJORMANCE SKILLS 95
ASSESSING PRODUCTS 95
SUMMARY OF ACHIEVEMENT TARGET MATCHES 96
THE STEPS IN ASSESSMENT DEVELOPMENT 96
IMAGE 4
XII CONTENTS
STEP 1: PREPARING A BLUEPRINT 97
STEP 2: SELEETING THE SPEEIFIE MATERIAL TO ASSESS 103
ADDITIONAL THOUGHTS ON STEPS 1 AND 2 106
STEP 3: BUILDING TEST ITEMS JROM PROPOSITIONS 106
FINE TUNING ASSESSMENT APPLICATIONS 113
MIX FORMATS TOGETHER 113
USE INTERPRETIVE EXEREISES 114
FORMAT THE TEST CAREFULLY 114
WORK BAEKWARDS TO VERIFIJ TEST QUALITY 114
SOME FINAL REMINDERS 116
BARRIERS TO SOUND SELEETED RESPONSE ASSESSMENT 117
STUDENT INVOLVEMENT IN SELEETED RESPONSE ASSESSMENT 118
SUMMARY: PRODUCTIVE SELECTED RESPONSE ASSESSMENT 118
PRACTICE WITH CHAPTER 5 IDEAS 119
CHAPTER 6 WRITTEN RESPONSE (ESSAY) ASSESSMENT 121
CHAPTER FOCUS 121
ASSESSMENT BASED ON SUBJECTIVE JUDGMENT 121
THE FOUNDATIONS OF ASSESSMENT QUALITY 122
WHEN TO USE ESSAY ASSESSMENT 122
UNDERSTANDING RELIABILITY: THE ROLE OF JUDGMENT IN
SEORING 123
MATCHING METHOD TO TARGETS 123
ASSESSING KNOWLEDGE AND UNDERSTANDING 123
ASSESSING REASONING 124
ASSESSING PERFORMANCE SKILIS 125
ASSESSING PRODUET DEVELOPMENT CAPABILITIES 125
SUMMARY OFTARGET MATEHES 126
DEVELOPING ESSAY ASSESSMENTS 127
PRELIMINARY PRAETIEE EXEREISE 127
ASSESSMENT PLANNING 127
EXEREISE DEVELOPMENT 128
DEVELOPING ESSAY SCORING PROEEDURES 130
BARRIERS TO SOUND ESSAY ASSESSMENT 134
STUDENT INVOLVEMENT IN ESSAY ASSESSMENT 134
SUMMARY: TAPPING THE POTENTIAL OF ESSAY ASSESSMENT 135
PRAETIEE WITH CHAPTER 6 IDEAS 136
IMAGE 5
CONTENTS
XIII
CHAPTER 7 PERFORMANCE ASSESSMENT 138
138
144
141 142
162
145
143
167
CHAPTER FOCUS 138
ASSESSMENT BASED ON OBSERVATION AND PROFESSIONAL JUDGMENT
THE PROMISE AND PERILS OF PERFORMANCE ASSESSMENT 140
THE FOUNDATIONS OF QUALITY 140
PETJORMANCE ASSESSMENT 1S A MATTER OF JUDGMENT UNDERSTANDING
RELIABITITY: INTER-RATER AGREEMENT
MATCHING METHOD TO TARGETS 142
ASSESSING KNOWLEDGE 142
ASSESSING REASONING 143
ASSESSING PERFORMANCE SKILLS
ASSESSING PRODUCTS 144
SUMMARY OFTARGET-PERJORMANCE ASSESSMENT MATCHES
DEVELOPING PERFORMANCE ASSESSMENTS 144
REMEMBER TO NEUER LOSE TRACK OF YOUR PURPOSE DEFINING PETJORMANCE 145
DEUISING PERFORMANCE TASKS 155
FINE TUNING YOUR USE OF PERFORMANCE ASSESSMENTS
BARRIERS TO SOUND PERFORMANCE ASSESSMENT 163
THINK ASSESSMENT FOR LEARNING: INVOLVE STUDENTS IN PERFORMANCE
ASSESSMENT 163
SUMMARY: THOUGHTFUL DEVELOPMENT YIELDS SOUND ASSESSMENTS AND ENERGIZED
STUDENTS 166
PRACTICE WITH CHAPTER 7 IDEAS
CHAPTER 8 PERSONAL COMMUNICATION AS ASSESSMENT 173
CHAPTER FOCUS 173
TAPPING THE POWER OF CLASSROOM INTERACTION AS EVIDENCE OF LEARNING 174
KEYS TO EIFECTIUE USE 1 75
UNDERSTANDING VALIDITY AND RELIABITITY ISSUES 1 77
MATCHING METHOD TO TARGETS 179
ASSESSING KNOWLEDGE AND UNDERSTANDING 180
ASSESSING REASONING 180
ASSESSING PERFORMANCE SKILLS AND PRODUCTS 180
SUMMARY OFTARGET MATCHES 181
THE MANY FORMS OF PERSONAL COMMUNICATION AS ASSESSMENT 182
INSTRUCTIONAL QUESTIONS AND ANSWERS 182
CORIFERENCES AND INTERVIEWS 184
CLASS DISCUSSIONS 185
ORAL EXAMINATIONS 187
JOURNALS AND LOGS: NATURALS AS ASSESSMENTS FUER LEARNING 188
IMAGE 6
XIV CONTENTS
STUDENT-INVOLVED ASSESSMENT FUER LEARNING 189
SUMMARY: PERSON-TO-PERSON ASSESSMENT 190
PRACTICE WITH CHAPTER 8 IDEAS 191
CHAPTER 9 ASSESSING DISPOSITIONS 193
CHAPTER FOCUS 193
STUDENTS WHO ARE PREDISPOSED TO SUCCEED 194
ASSESSMENT FUER LEARNING ENGAGES STUDENT DISPOSITIONS 194
A CRUCIAL DIJFERENCE BETWEEN ACHIEVEMENT AND AFFECT 196
TWO VERY IMPORTANT GROUND RULES 196
GROUND RULE 1: REMEMBER, THIS IS PERSONAL 197
GROUND RULE 2: STAY IN BOUNDS 197 DEFINING AFFECT AS LT RELATES TO
DISPOSITIONS 198
SCHOOL-RELATED ATTITUDES 198 SCHOOL-RELATED VALUES 199 ACADEMIC
SELJ-EJFICACY 199 ACADEMIC 1NTERESTS 200
ACADEMIC ASPIRATIONS 200 ASSESSMENT ANXIETY 200 VARIATIONS IN
DISPOSITIONS 202
MATCHING METHOD TO TARGETS 202
QUESTIONNAIRES 204
PERFORMANCE OBSERVATIONS AS ASSESSMENTS OF DISPOSITIONS 207 PERSONAL
COMMUNICATION AS A WINDOW TO STUDENT FEELINGS 208 SUMMARY: DISPOSITIONS
THAT BOOST ACHIEVEMENT 210
PRACTICE WITH CHAPTER 9 IDEAS 211
PART M COMMUNICATING ASSESSMENT
RESULTS 215
CHAPTER 10 RECORD KEEPING: THE FOUNDATION OF EFFECTIVE COMMUNICATION 217
221
217
218
219
CHAPTER FOCUS 217
GOOD RECORDS UNDERPIN GOOD COMMUNICATION 1. KEEP RECORDS BY ACHIEVEMENT
TARGET 2. KEEP RECORDS ACCORDING TO PURPOSE 3. KEEP ACCURATE RECORDS 220
4. FROM RECORDS TO USEFUL INFORMATION RECORD KEEPING NLUSTRATED 222
SUMMARY: GOING FOR THE RECORD 224
PRACTICE WITH CHAPTER 10 IDEAS 225
IMAGE 7
CONTENTS XV
CHAPTER 11 REPORT CARDS: SUMMARIZING ASSESSMENTS OF LEARNING 226
CHAPTER FOCUS 226
REPORT CARD GRADING 226
UNDERSTANDING OUR CURRENT GRADING ENVIRONMENT 226
COMMUNICATE ABOUT WHAT? 228
ACHIEVEMENT AS A GRADING FACTOR 230
APTITUDE AS A GRADING FACTOR 230
EIFORT AS A GRADING FACTOR 232
COMPLIANCE AS A GRADING FACTOR 235
ATTITUDE AS A GRADING FACTOR 238
SUMMARY OJ GRADING FACTORS 239
GATHERING ACHIEVEMENT EVIDENCE FOR GRADING PURPOSES 240
STEP 1: SPELLING OUT THE BIG ACHIEVEMENT PICTURE 240
STEP 2: TURNING YOUR BIG PICTURE INTO AN ASSESSMENT PLAN 241
STEP 3: FROM A PLAN TO ACTUAL ASSESSMENTS 243
STEP 4: SUMMARIZING THE RESUWNG INFORMATION 243
REPORT CARDS THAT DELIVER GREATER DETAIL 248
STANDARDS-BASED REPORTING 248
NARRATIVE REPORTING 251
SUMMARY: COMMUNICATING WITH REPORT CARDS 252
PRACTICE WITH CHAPTER 11 IDEAS 253
CHAPTER 12 PORTFOLIOS AS RICH COMMUNICATION 256
CHAPTER FOCUS 256
STUDENT -INVOLVED COMMUNICATION PART 1: PORTFOLIOS 256
PORTJOLIOS PROVIDE THE DETAILS 256
BENEJITSJOR TEACHERS AND STUDENTS 257
PORTJOLIOS ASSESSMENT? NO 258
KEYS TO SUCCESSJUL USE 258
PORIFOLIOS AS ASSESSMENT FUER LEARNING TOOLS 261
DEALING WITH SOME PRACTICALITIES 265
SUMMARY: COMMUNICATION WITH PORTFOLIOS 267
PRACTICE WITH CHAPTER 12 IDEAS 268
CHAPTER 13 CONFERENCES AS PRODUCTIVE COMMUNICATION 270
CHAPTER FOCUS 270
STUDENT-INVOLVED COMMUNICATION PART 2: CONFERENCES 270 A PRODUCTIVE
EXPERIENCEJOR AU 270
NECESSARY CONDITIONS 272
IMAGE 8
XVI CONTENTS
CONFERENCE FORMATS THAT ENHANCE COMMUNICATION AND LEARNING 272
STUDENT-TEACHER CORIFERENCES 273 PARENT-TEACHER CONFERENCES 275
STUDENT-LED PARENT CONFERENCES 277 COMMUNICATION FUER LEARNING 282
SUMMARY: STUDENT-INVOLVED COMMUNICATION 284 PRACTICE WITH CHAPTER 13
IDEAS 285
CHAPTER 14 COMMUNICATING WITH STANDARDIZED TEST SCORES 287
CHAPTER FOCUS 287
TESTS THAT PRODUCE COMPARABLE RESULTS 287
BACKGROUND LRIFORMATION 288 THE VARIOUS LAYERS OF ANNUAL TESTING 289 THE
RESULT: TROUBLING CONTRADICTIONS 291 ADDRESSING THE PROBLEMS: A GUIDING
PHILOSOPHY 292 STANDARDIZED TEST DEVELOPMENT 293
STEP 1: CLARIFY TARGETS 293 STEP 2: TRANSLATE TARGETS INTO ASSESSMENTS
293 STEP 3: DEVELOP TEST ITEMS 294 STEP 4: ASSEMBLE TEST AND EVALUATE
FOR APPROPRIATENESS 294
STEP 5: ADMINISTER TEST TO ESTABLISH NORMS (NORM-REFERENCED TESTS) 294
SETTING STANDARDS OF ACCEPTABLE PERFORMANCE (CRITERION-REFERENCED TESTS)
295 INTERPRETATION OF COMMONLY USED TEST SCORES 295
SCORES REPORTED ON STATE ASSESSMENTS 295 SCORES REPORTED ON
NORM-REFERENCED TESTS 296 IMPLICATIONS FOR TEACHERS 298
ABOVE ALL, PROTECT THE WELL-BEING OFYOUR STUDENTS! 298 ALSO. BUILD
COMMUNITY AWARENESS 300 FINALLY. MAINTAIN PERSPECTIVE 302 SUMMARY:
PRODUCTIVE STANDARDIZED TESTING 303
THE END OF UEUR STUDIES OF CLASSROOM ASSESSMENT 303 PRACTICE WITH CHAPTER
14 IDEAS 304
APPENDIXA APPENDIXB APPENDIXC
DETAILED ANALYSIS OF ASSESSMENT USERS AND USES 308
RUBRICS FOR EVALUATING ASSESSMENT QUALITY 311
DERIVATION OF COMMON NORM-REFERENCED SCORES 315
REFERENCES 319
INDEX 320
|
| any_adam_object | 1 |
| author | Stiggins, Richard J. Chappuis, Jan |
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| discipline | Pädagogik |
| edition | 6. ed. |
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| indexdate | 2024-07-10T00:14:30Z |
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| spelling | Stiggins, Richard J. Verfasser aut An introduction to student-involved assessment for learning Rick Stiggins, Jan Chappuis 6. ed. Boston ; Munich [u.a.] Pearson 2012 XXV, 327 S. Ill. 23 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational tests and measurements United States Examinations United States Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulleistungsmessung (DE-588)4077202-0 s DE-604 Chappuis, Jan Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024793461&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Stiggins, Richard J. Chappuis, Jan An introduction to student-involved assessment for learning Educational tests and measurements United States Examinations United States Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4077202-0 (DE-588)4078704-7 |
| title | An introduction to student-involved assessment for learning |
| title_auth | An introduction to student-involved assessment for learning |
| title_exact_search | An introduction to student-involved assessment for learning |
| title_full | An introduction to student-involved assessment for learning Rick Stiggins, Jan Chappuis |
| title_fullStr | An introduction to student-involved assessment for learning Rick Stiggins, Jan Chappuis |
| title_full_unstemmed | An introduction to student-involved assessment for learning Rick Stiggins, Jan Chappuis |
| title_short | An introduction to student-involved assessment for learning |
| title_sort | an introduction to student involved assessment for learning |
| topic | Educational tests and measurements United States Examinations United States Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Educational tests and measurements United States Examinations United States Schulleistungsmessung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024793461&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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