Classroom assessment: principles and practice for effective standards-based instruction
Publisher description: Classroom Assessment 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-m...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson Allyn and Bacon
2007
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | Publisher description: Classroom Assessment 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. |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XV, 448 S. Ill. |
| ISBN: | 0205485847 |
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| 245 | 1 | 0 | |a Classroom assessment |b principles and practice for effective standards-based instruction |c James H. McMillan |
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| 500 | |a Includes bibliographical references and index | ||
| 520 | 3 | |a Publisher description: Classroom Assessment 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. | |
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Datensatz im Suchindex
| _version_ | 1804135350457597952 |
|---|---|
| adam_text | CONTENTS PREFACE XIII 1 THE ROLE OF ASSESSMENT IN TEACHING 1 INTEGRATING
INSTRUCTION AND ASSESSMENT 2 THEREALITIES OF TEACHING 2 INSTRUCTIONAL
DECISION MAKINGAND ASSESSMENT 5 WHAT IS CLASSROOM ASSESSMENT? 8 PURPOSE
9 MEASUREMENT 9 EVALUATION 9 USE 10 DIAGNOSIS 10 GRADING 11 INSTRUCTION
11 RESEARCH ON LEAMING, MOTIVATION, INSTRUCTION, AND CURRICULUM:
IMPLICATIONS FOR ASSESSMENT 12 RECENT TRENDS IN CLASSROOM ASSESSMENT 14
THE INFLUENCE OF LARGE-SCALE ACCOUNTABILITY TESTING 18 TEACHERS
CLASSROOM ASSESSMENT AND GRADING PRACTICES DECISION MAKING 20 ASSESSMENT
STANDARDS FOR TEACHERS 22 SUMMARY 23 WHAT S COMING 24 SELF-INSTRUCTIONAL
REVIEW EXERCISES 24 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 25
SUGGESTIONS FOR ACTION RESEARCH 26 2 LEARNING TARGETS AND STANDARDS 27
WHAT ARE LEAMING TARGETS? 28 EDUCATIONAL GOALS 28 OBJECTIVES 28 III IV
CONTENTS STANDARDS-BASED EDUCATION 32 CRITERIA 35 EXPECTATIONS 36
LEARNING TARGETS 39 TYPES OF LEAMING TARGETS 40 KNOWLEDGE AND SIMPLE
UNDERSTANDING LEARNING TARGETS 42 DEEP UNDERSTANDING AND REASONING
LEARNING TARGETS 42 SKILL LEARNING TARGETS 42 PRODUCT LEARNING TARGETS
43 AFFECTIVE LEARNING TARGETS 43 SOURCES OF LEAMING TARGETSAND STANDARDS
43 BLOOM S TAXONOMY OF OBJECTIVES 43 BLOOM S REVISED TAXONOMY OF
OBJECTIVES 45 PROFESSIONAL PREPARATION 46 TEXTBOOKS 46 EXISTING LISTS OF
OBJECTIVES 48 NATIONAL AND STATE STANDARDS 49 CRITERIAFOR SELECTING
LEAMING TARGETSAND STANDARDS 50 SUMMARY 52 SELF-INSTRUCTIONAL REVIEW
EXERCISES 53 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 54
SUGGESTIONS FOR ACTION RESEARCH 55 3 HIGH-QUALITY CLASSROOM ASSESSMENT
56 WHATIS HIGH-QUALITY CLASSROOM ASSESSMENT? 57 CLEARAND
APPROPRIATELEAMING TARGETS 58 APPROPRIATENESS OF ASSESSMENT METHODS 58
TYPES OF ASSESSMENT METHODS 58 MATCHING TARGETS WITH METHODS 60
KNOWLEDGE AND SIMPLE UNDERSTANDING 61 DEEP UNDERSTANDING AND REASONING
62 SKILLS 62 PRODUDS 63 AFFECT 63 VALIDITY 64 WHAT IS A VALID
ASSESSMENT? 64 HOW IS VALIDITY DETERMINED? 65 CONTENT-RELATED EVIDENCE
65 CRITERION-RELATED EVIDENCE 67 CONSTRUD-RELATED EVIDENCE 68
RELIABILITY 69 WHAT IS A RELIABLE SCORE? 69 ASSESSMENT ERROR 71 HOW IS
RELIABILITY DETERMINED? 72 SOURCES OF RELIABILITY EVIDENCE 73 CONTENTS
EVIDENCE BASED ON STABILITY 73 EVIDENCE BASED ON EQUIVALENT FORMS 73
EVIDENCE BASED ON INTERNAL CONSISTENCY 74 EVIDENCE BASED ON SCORER OR
RATER CONSISTENCY 74 EVIDENCE BASED ON DECISION CONSISTENCY 75 FACTORS
INFLUENCING RELIABILITY ESTIMATES 75 FAIRNESS 76 STUDENT KNOWLEDGE OF
LEARNING TARGETS AND ASSESSMENTS 77 OPPORTUNITY TO LEARN 77 PREREQUISITE
KNOWLEDGE AND SKILLS 77 AVOIDING STUDENT STEREOTYPING 78 AVOIDING BIAS
IN ASSESSMENT TASKS AND PROCEDURES 78 ACCOMMODATING SPECIAL NEEDS 80
POSITIVE CONSEQUENCES 80 POSITIVE CONSEQUENCES FOR STUDENTS 80 POSITIVE
CONSEQUENCES FOR TEACHERS 82 ALIGNMENT 82 PRACTICALITYAND EFFICIENCY 86
TEACHER FAMILIARITY WITH THE METHOD 86 TIME REQUIRED 86 COMPLEXITY OF
ADMINISTRATION 87 EASE OF SCORING 87 EASE OF INTERPRETATION 87 COST 88
SUMMARY 88 SELF-INSTRUCTIONAL REVIEW EXERCISES 89 ANSWERS TO
SELF-INSTRUCTIONAL REVIEW EXERCISES 90 SUGGESTIONS FOR ACTION RESEARCH
91 4 ASSESSMENT BEFORE INSTRUCTION: LEARNING ABOUT YOUR STUDENTS 92
BEFORE SCHOOL BEGINS: WHAT DO YOU KNOW ABOUT YOURSTUDENTS? 93 SCHOOL
RECORDS 94 NORM-REFERENCED STANDARDIZED TEST SCORES 96 ACHIEVEMENT TESTBATTERIES 97 APTITUDE TESTS 99 READINESS TESTS 99 STANDARDS-BASED STATE
AND DISTRICT TEST SCORES 100 USES OF STANDARDIZED TESTS 101 INFORMATION
CARDS 102 AFTER THE FIRSTWEEK: NOW WHAT DO YOU KNOW AB OUT YOURSTUDENTS?
103 INFORMAL OBSERVATION 103 STRUCTURED EXERCISES 105 PRETESTS 106 V VI
CONTENTS TEACHER EXPECTATIONS 107 HIGH-QUALITY PREINSTRUCTIONAL
ASSESSMENT 110 CLEAR AND APPROPRIATE LEARNING TARGETS 110
APPROPRIATENESS OF ASSESSMENT METHODS 111 VALIDITY 111 RELIABILITY 112
FAIRNESS 112 POSITIVE CONSEQUENCES 112 ALIGNMENT 113 PRACTICALITY AND
EFFICIENCY 113 SUMMARY 113 SELF-INSTRUCTIONAL REVIEW EXERCISES 114
ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 115 SUGGESTIONS FOR
ACTION RESEARCH 115 5 FORMATIVE ASSESSMENT: ASSESSING AND PROMOTING
STUDENT PROGRESS DURING INSTRUCTION 116 FORMATIVE ASSESSMENT 117
INFORMAL OBSERVATION 119 ASSESSING NONVERBAL BEHAVIOR 120 FACIAL
EXPRESSIONS 121 BODY LANGUAGE 123 GESTURES 124 ASSESSING
VOICE-RELATEDCUES 124 SOURCES OF ERROR IN INFORMAL OBSERVATION 127 USING
ORAL QUESTIONING TO ASSESS STUDENT PROGRESS 128 PURPOSES OF QUESTIONING
129 CHARACTERISTICS OF EFFECTIVE QUESTIONING TO ASSESS STUDENT PROGRESS
130 USING HOMEWORK, IN-CLASS ASSIGNMENTS, AND QUIZZES 135 HOMEWORK 136
IN-CLASS ASSIGNMENTS 136 QUIZZES 137 PROVIDING FEEDBACK AND PRAISE 138
CHARACTERISTICS OF EFFECTIVE FEEDBACK 139 CHARACTERISTICS OF EFFECTIVE
PRAISE 142 STUDENT SELF-ASSESSMENT 143 SUMMARY 149 SELF-INSTRUCTIONAL
REVIEW EXERCISES 150 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 152
SUGGESTIONS FOR ACTION RESEARCH 154 CONTENTS VII 6 OBJECTIVELY SCORED
ASSESSMENTS OF KNOWLEDGE AND SIMPLE UNDERSTANDING: COMPLETION,
SHORT-ANSWER, AND SELECTED-RESPONSE HEMS 156 PREPARINGFOR SUMMATIVE
ASSESSMENT 157 REPRESENTATIVE SAMPLING 158 NUMBER AND LENGTH OF
ASSESSMENTS 158 USE OF ASSESSMENTS PROVIDED BY TEXTBOOK AND TEST
PUBLISHERS 159 PREPARING STUDENTS FOR SUMMATIVE ASSESSMENTS 160
SCHEDULING THE SUMMATIVE ASSESSMENT 161 WHEN SUMMATIVE ASSESSMENTS
SHOULD BE CONSTRUCTED 162 TYPES OF KNOWLEDGE AND SIMPLE UNDERSTANDING
TARGETS 162 KNOWLEDGE REPRESENTATION 162 DEC1ARATIVE KNOWLEDGE AND
UNDERSTANDING 164 PROCEDURAL KNOWLEDGE AND UNDERSTANDING 165 ASSESSING
KNOWLEDGE 167 COMPLETION AND SHORT-ANSWER ITEMS 167 COROPLETION HEROS
167 SHORT-ANSWER HEROS 170 MATCHING ITEMS 172 TRUE/FALSE AND OTHER
BINARY-CHOICE ITEMS 174 MULTIPLE-CHOICE ITEMS 177 ASSESSING SIMPLE
UNDERSTANDING: COMPREHENSION AND APPLICATION 181 ASSESSING COMPREHENSION
181 ASSESSING APPLICATION 182 PUTTING TESTSTOGETHER 185 PREPARING TEST
DIRECTIONS 185 ARRANGING ITEMS 186 PHYSICAL LAYOUT OF THE TEST 186
ADMINISTERING CLASSROOMASSESSMENTS 187 SUMMARY 188 SELF-INSTRUCTIONAL
REVIEW EXERCISES 189 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 191
SUGGESTIONS FOR ACTION RESEARCH 192 7 SELECTED-RESPONSE, SHORT-ANSWER,
AND ESSAY HEMS: ASSESSING DEEP UNDERSTANDING AND REASONING 193 WHATIS
DEEP UNDERSTANDING? WHATARE REASONING SKILLS? 194 195 VIII CONTENTS
BLOOM S TAXONOMY OF THE COGNITIVE DOMAIN 197 REVISION OF BLOOM S
TAXONOMY 198 ENNIS S TAXONOMY OF CRITICAL THINKING DISPOSITIONS AND
ABILITIES QUELLMALZ AND HOSKYN S FRAMEWORK FOR REASONING STRATEGIES
ASSESSING DEEP UNDERSTANDING AND REASONING 201 SHORT-ANSWER AND
SELECTED-RESPONSE HEMS 202 SHORT ANSWER 203 BINARY-CHOICE 204
MULTIPLE-CHOICE 204 INTERPRETIVE EXERCISES 207 ESSAY HEMS 213 ADVANTAGES
AND DISADVANTAGES 216 CONSTRUCTING ESSAY HEMS 216 SCORING ESSAYS 220SUMMARY 223 SELF-INSTRUCTIONAL REVIEW EXERCISES 224 ANSWERS TO
SELF-INSTRUCTIONAL REVIEW EXERCISES 225 SUGGESTIONS FOR ACTION RESEARCH
226 8 PERFORMANCE ASSESSMENTS: ASSESSING DEEP UNDERSTANDING, REASONING,
AND SKILLS 228 WHAT IS PERFORMANCE ASSESSMENT? 229 STRENGTHS AND
LIMITATIONS OF PERFORMANCE ASSESSMENTS 230 LEARNING TARGETS FOR
PERFORMANCE ASSESSMENTS 233 DEEP UNDERSTANDING 233 REASONING 233 SKILLS
234 COMMUNICATION AND PRESENTATION SKILLS 234 PSYCHOMOTOR SKILLS 236
PRODUCTS 237 CONSTRUCTING PERFORMANCE TASKS 239 RESTRICTED- AND
EXTENDED- TYPE PERFORMANCE TASKS 239 PERFORMANCE TASK DESCRIPTIONS AND
CONTEXTS 241 PERFORMANCE TASK QUESTION OR PROMPT 242 CRITERIA AND
RUBRICS 249 PERFORMANCE CRITERIA 249 RATING SCALES 250 RUBRICS 252
DEVELOPING RUBRICS 253 SUMMARY 264 SELF-INSTRUCTIONAL REVIEW EXERCISES
265 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 266 SUGGESTIONS FOR
ACTION RESEARCH 267 199 199 CONTENTS IX 9 PORTFOLIOS: ASSESSING
UNDERSTANDING, REASONING, SKILLS, AND PRODUCTS 268 WHAT ARE PORTFOLIOS?
269 ADVANTAGES 271 DISADVANTAGES 272 PLANNING FOR PORTFOLIO ASSESSMENT
274 PURPOSE 274 LEARNINGTARGETS 274 USES 274 IDENTIFY PHYSICAL STRUCTURE
276 DETERMINE SOURCES OF CONTENT 276 DETERMINE STUDENT SELF-REFLECTIVE
GUIDELINES AND SCORING CRITERIA 279 IMPLEMENTING PORTFOLIO ASSESSMENT
279 REVIEW WITH STUDENTS 279 SUPPLYING PORTFOLIO CONTENT 280 STUDENT
SELF-EVALUATIONS 281 TEACHER EVALUATION 287 CHECKLISTS OF CONTENTS 287
PORTFOLIOSTRUCTUREEVALUATION 287 EVALUATIONSOF INDIVIDUAL ENTRIES 287
EVALUATIONOF ENTIRECONTENTS 288 STUDENT- TEACHER CONFERENCES 288 SUMMARY
290 SELF-INSTRUCTIONAL REVIEW EXERCISES 291 ANSWERS TO
SELF-INSTRUCTIONAL REVIEW EXERCISES 292 SUGGESTIONS FOR ACTION RESEARCH
293 10 ASSESSING AFFECTIVE TRAITSAND DISPOSITIONS 294 ARE AFFECTIVE
TARGETSIMPORTANT? 295 WHAT ARE AFFECTIVE TRAITSAND LEARNING TARGETS? 296
ATTITUDE TARGETS 296 YALUE TARGETS 298 MOTIVATION TARGETS 299 ACADEMIC
SELF-CONCEPT TARGETS 300 SOCIAL RELATIONSHIP TARGETS 301 CLASSROOM
ENVIRONMENT TARGETS 302 AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATIONAL
OBJECTIVES 303 METHODS OF ASSESSING AFFECTIVE TARGETS 305 TEACHER
OBSERVATION 305 UNSTRUCTUREDOBSERVATION 307 STRUCTUREDOBSERVATION 308
STUDENT SELF-REPORT 308 STUDENT INTERVIEW 308 QUESTIONNAIRESAND SURVEYS
310 XII CONTENTS 13 ADMINISTERING AND INTERPRETING STANDARDIZED AND
STATE STANDARDS-BASED TESTS 392 FUNDAMENTAL DESCRIPTIVE STATISTICS 393
FREQUENCY DISTRIBUTIONS 393 MEASURES OF CENTRAL TENDENCY 394 MEASURES OF
VARIABILITY 396 MEASURES OF RELATIONSHIP 397 SCATTERPLOT 398 CORRELATION
COEFFICIENT 399 TYPES OF DERIVED STANDARDIZED TEST SCORES 401 STANDARD
SCORES 401 Z-SCORE 402 T-SCORE 402 NORMAL CURVE EQUIVALENT 403 STANINES
403 SCALED SCORE 404 DEVIATION IQ AND STANDARD AGE SCORES 405 OTHER
STANDARD SCORES 405 GRADE EQUIVALENT SCORES 405 INTERPRETING
STANDARDIZED AND STATE STANDARDS-BASED TESTS 406 STANDARD ERROR OF
MEASUREMENT 406 ALIGNMENT 407 INTERPRETATION OF NORM-REFERENCED
STANDARDIZED TESTS 408 TYPES OF STANDARDIZED TEST NORMS 408 USING TEST
NORMS 409 CRITERION- REFERENCED / STANDARDS- BASED INTERPRETATIONS 411
UNDERSTANDING STANDARDIZED TEST SCORE REPORTS 414 INTERPRETING TEST
REPORTS FOR PARENTS 416 PREPARING STUDENTS TO TAKE STANDARDIZED TESTS
418 ADMINISTERING STANDARDIZED TESTS 420 SUMMARY 420 SELF-INSTRUCTIONAL
REVIEW EXERCISES 421 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 422
SUGGESTIONS FOR ACTION RESEARCH 423 APPENDIX A THE SEOPE OF A TEAEHER SPROFESSIONAL ROLE AND RESPONSIBILITIES FOR STUDENT ASSESSMENT 424
APPENDIX B THE STUDENT EVALUATION STANDARDS 427 GLOSSARY 430 REFERENEES
435 INDEX 441
|
| adam_txt |
CONTENTS PREFACE XIII 1 THE ROLE OF ASSESSMENT IN TEACHING 1 INTEGRATING
INSTRUCTION AND ASSESSMENT 2 THEREALITIES OF TEACHING 2 INSTRUCTIONAL
DECISION MAKINGAND ASSESSMENT 5 WHAT IS CLASSROOM ASSESSMENT? 8 PURPOSE
9 MEASUREMENT 9 EVALUATION 9 USE 10 DIAGNOSIS 10 GRADING 11 INSTRUCTION
11 RESEARCH ON LEAMING, MOTIVATION, INSTRUCTION, AND CURRICULUM:
IMPLICATIONS FOR ASSESSMENT 12 RECENT TRENDS IN CLASSROOM ASSESSMENT 14
THE INFLUENCE OF LARGE-SCALE ACCOUNTABILITY TESTING 18 TEACHERS'
CLASSROOM ASSESSMENT AND GRADING PRACTICES DECISION MAKING 20 ASSESSMENT
STANDARDS FOR TEACHERS 22 SUMMARY 23 WHAT'S COMING 24 SELF-INSTRUCTIONAL
REVIEW EXERCISES 24 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 25
SUGGESTIONS FOR ACTION RESEARCH 26 2 LEARNING TARGETS AND STANDARDS 27
WHAT ARE LEAMING TARGETS? 28 EDUCATIONAL GOALS 28 OBJECTIVES 28 III IV
CONTENTS STANDARDS-BASED EDUCATION 32 CRITERIA 35 EXPECTATIONS 36
LEARNING TARGETS 39 TYPES OF LEAMING TARGETS 40 KNOWLEDGE AND SIMPLE
UNDERSTANDING LEARNING TARGETS 42 DEEP UNDERSTANDING AND REASONING
LEARNING TARGETS 42 SKILL LEARNING TARGETS 42 PRODUCT LEARNING TARGETS
43 AFFECTIVE LEARNING TARGETS 43 SOURCES OF LEAMING TARGETSAND STANDARDS
43 BLOOM'S TAXONOMY OF OBJECTIVES 43 BLOOM'S REVISED TAXONOMY OF
OBJECTIVES 45 PROFESSIONAL PREPARATION 46 TEXTBOOKS 46 EXISTING LISTS OF
OBJECTIVES 48 NATIONAL AND STATE STANDARDS 49 CRITERIAFOR SELECTING
LEAMING TARGETSAND STANDARDS 50 SUMMARY 52 SELF-INSTRUCTIONAL REVIEW
EXERCISES 53 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 54
SUGGESTIONS FOR ACTION RESEARCH 55 3 HIGH-QUALITY CLASSROOM ASSESSMENT
56 WHATIS HIGH-QUALITY CLASSROOM ASSESSMENT? 57 CLEARAND
APPROPRIATELEAMING TARGETS 58 APPROPRIATENESS OF ASSESSMENT METHODS 58
TYPES OF ASSESSMENT METHODS 58 MATCHING TARGETS WITH METHODS 60
KNOWLEDGE AND SIMPLE UNDERSTANDING 61 DEEP UNDERSTANDING AND REASONING
62 SKILLS 62 PRODUDS 63 AFFECT 63 VALIDITY 64 WHAT IS A VALID
ASSESSMENT? 64 HOW IS VALIDITY DETERMINED? 65 CONTENT-RELATED EVIDENCE
65 CRITERION-RELATED EVIDENCE 67 CONSTRUD-RELATED EVIDENCE 68
RELIABILITY 69 WHAT IS A RELIABLE SCORE? 69 ASSESSMENT ERROR 71 HOW IS
RELIABILITY DETERMINED? 72 SOURCES OF RELIABILITY EVIDENCE 73 CONTENTS
EVIDENCE BASED ON STABILITY 73 EVIDENCE BASED ON EQUIVALENT FORMS 73
EVIDENCE BASED ON INTERNAL CONSISTENCY 74 EVIDENCE BASED ON SCORER OR
RATER CONSISTENCY 74 EVIDENCE BASED ON DECISION CONSISTENCY 75 FACTORS
INFLUENCING RELIABILITY ESTIMATES 75 FAIRNESS 76 STUDENT KNOWLEDGE OF
LEARNING TARGETS AND ASSESSMENTS 77 OPPORTUNITY TO LEARN 77 PREREQUISITE
KNOWLEDGE AND SKILLS 77 AVOIDING STUDENT STEREOTYPING 78 AVOIDING BIAS
IN ASSESSMENT TASKS AND PROCEDURES 78 ACCOMMODATING SPECIAL NEEDS 80
POSITIVE CONSEQUENCES 80 POSITIVE CONSEQUENCES FOR STUDENTS 80 POSITIVE
CONSEQUENCES FOR TEACHERS 82 ALIGNMENT 82 PRACTICALITYAND EFFICIENCY 86
TEACHER FAMILIARITY WITH THE METHOD 86 TIME REQUIRED 86 COMPLEXITY OF
ADMINISTRATION 87 EASE OF SCORING 87 EASE OF INTERPRETATION 87 COST 88
SUMMARY 88 SELF-INSTRUCTIONAL REVIEW EXERCISES 89 ANSWERS TO
SELF-INSTRUCTIONAL REVIEW EXERCISES 90 SUGGESTIONS FOR ACTION RESEARCH
91 4 ASSESSMENT BEFORE INSTRUCTION: LEARNING ABOUT YOUR STUDENTS 92
BEFORE SCHOOL BEGINS: WHAT DO YOU KNOW ABOUT YOURSTUDENTS? 93 SCHOOL
RECORDS 94 NORM-REFERENCED STANDARDIZED TEST SCORES 96 ACHIEVEMENT TESTBATTERIES 97 APTITUDE TESTS 99 READINESS TESTS 99 STANDARDS-BASED STATE
AND DISTRICT TEST SCORES 100 USES OF STANDARDIZED TESTS 101 INFORMATION
CARDS 102 AFTER THE FIRSTWEEK: NOW WHAT DO YOU KNOW AB OUT YOURSTUDENTS?
103 INFORMAL OBSERVATION 103 STRUCTURED EXERCISES 105 PRETESTS 106 V VI
CONTENTS TEACHER EXPECTATIONS 107 HIGH-QUALITY PREINSTRUCTIONAL
ASSESSMENT 110 CLEAR AND APPROPRIATE LEARNING TARGETS 110
APPROPRIATENESS OF ASSESSMENT METHODS 111 VALIDITY 111 RELIABILITY 112
FAIRNESS 112 POSITIVE CONSEQUENCES 112 ALIGNMENT 113 PRACTICALITY AND
EFFICIENCY 113 SUMMARY 113 SELF-INSTRUCTIONAL REVIEW EXERCISES 114
ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 115 SUGGESTIONS FOR
ACTION RESEARCH 115 5 FORMATIVE ASSESSMENT: ASSESSING AND PROMOTING
STUDENT PROGRESS DURING INSTRUCTION 116 FORMATIVE ASSESSMENT 117
INFORMAL OBSERVATION 119 ASSESSING NONVERBAL BEHAVIOR 120 FACIAL
EXPRESSIONS 121 BODY LANGUAGE 123 GESTURES 124 ASSESSING
VOICE-RELATEDCUES 124 SOURCES OF ERROR IN INFORMAL OBSERVATION 127 USING
ORAL QUESTIONING TO ASSESS STUDENT PROGRESS 128 PURPOSES OF QUESTIONING
129 CHARACTERISTICS OF EFFECTIVE QUESTIONING TO ASSESS STUDENT PROGRESS
130 USING HOMEWORK, IN-CLASS ASSIGNMENTS, AND QUIZZES 135 HOMEWORK 136
IN-CLASS ASSIGNMENTS 136 QUIZZES 137 PROVIDING FEEDBACK AND PRAISE 138
CHARACTERISTICS OF EFFECTIVE FEEDBACK 139 CHARACTERISTICS OF EFFECTIVE
PRAISE 142 STUDENT SELF-ASSESSMENT 143 SUMMARY 149 SELF-INSTRUCTIONAL
REVIEW EXERCISES 150 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 152
SUGGESTIONS FOR ACTION RESEARCH 154 CONTENTS VII 6 OBJECTIVELY SCORED
ASSESSMENTS OF KNOWLEDGE AND SIMPLE UNDERSTANDING: COMPLETION,
SHORT-ANSWER, AND SELECTED-RESPONSE HEMS 156 PREPARINGFOR SUMMATIVE
ASSESSMENT 157 REPRESENTATIVE SAMPLING 158 NUMBER AND LENGTH OF
ASSESSMENTS 158 USE OF ASSESSMENTS PROVIDED BY TEXTBOOK AND TEST
PUBLISHERS 159 PREPARING STUDENTS FOR SUMMATIVE ASSESSMENTS 160
SCHEDULING THE SUMMATIVE ASSESSMENT 161 WHEN SUMMATIVE ASSESSMENTS
SHOULD BE CONSTRUCTED 162 TYPES OF KNOWLEDGE AND SIMPLE UNDERSTANDING
TARGETS 162 KNOWLEDGE REPRESENTATION 162 DEC1ARATIVE KNOWLEDGE AND
UNDERSTANDING 164 PROCEDURAL KNOWLEDGE AND UNDERSTANDING 165 ASSESSING
KNOWLEDGE 167 COMPLETION AND SHORT-ANSWER ITEMS 167 COROPLETION HEROS
167 SHORT-ANSWER HEROS 170 MATCHING ITEMS 172 TRUE/FALSE AND OTHER
BINARY-CHOICE ITEMS 174 MULTIPLE-CHOICE ITEMS 177 ASSESSING SIMPLE
UNDERSTANDING: COMPREHENSION AND APPLICATION 181 ASSESSING COMPREHENSION
181 ASSESSING APPLICATION 182 PUTTING TESTSTOGETHER 185 PREPARING TEST
DIRECTIONS 185 ARRANGING ITEMS 186 PHYSICAL LAYOUT OF THE TEST 186
ADMINISTERING CLASSROOMASSESSMENTS 187 SUMMARY 188 SELF-INSTRUCTIONAL
REVIEW EXERCISES 189 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 191
SUGGESTIONS FOR ACTION RESEARCH 192 7 SELECTED-RESPONSE, SHORT-ANSWER,
AND ESSAY HEMS: ASSESSING DEEP UNDERSTANDING AND REASONING 193 WHATIS
DEEP UNDERSTANDING? WHATARE REASONING SKILLS? 194 195 VIII CONTENTS
BLOOM'S TAXONOMY OF THE COGNITIVE DOMAIN 197 REVISION OF BLOOM'S
TAXONOMY 198 ENNIS'S TAXONOMY OF CRITICAL THINKING DISPOSITIONS AND
ABILITIES QUELLMALZ AND HOSKYN' S FRAMEWORK FOR REASONING STRATEGIES
ASSESSING DEEP UNDERSTANDING AND REASONING 201 SHORT-ANSWER AND
SELECTED-RESPONSE HEMS 202 SHORT ANSWER 203 BINARY-CHOICE 204
MULTIPLE-CHOICE 204 INTERPRETIVE EXERCISES 207 ESSAY HEMS 213 ADVANTAGES
AND DISADVANTAGES 216 CONSTRUCTING ESSAY HEMS 216 SCORING ESSAYS 220SUMMARY 223 SELF-INSTRUCTIONAL REVIEW EXERCISES 224 ANSWERS TO
SELF-INSTRUCTIONAL REVIEW EXERCISES 225 SUGGESTIONS FOR ACTION RESEARCH
226 8 PERFORMANCE ASSESSMENTS: ASSESSING DEEP UNDERSTANDING, REASONING,
AND SKILLS 228 WHAT IS PERFORMANCE ASSESSMENT? 229 STRENGTHS AND
LIMITATIONS OF PERFORMANCE ASSESSMENTS 230 LEARNING TARGETS FOR
PERFORMANCE ASSESSMENTS 233 DEEP UNDERSTANDING 233 REASONING 233 SKILLS
234 COMMUNICATION AND PRESENTATION SKILLS 234 PSYCHOMOTOR SKILLS 236
PRODUCTS 237 CONSTRUCTING PERFORMANCE TASKS 239 RESTRICTED- AND
EXTENDED- TYPE PERFORMANCE TASKS 239 PERFORMANCE TASK DESCRIPTIONS AND
CONTEXTS 241 PERFORMANCE TASK QUESTION OR PROMPT 242 CRITERIA AND
RUBRICS 249 PERFORMANCE CRITERIA 249 RATING SCALES 250 RUBRICS 252
DEVELOPING RUBRICS 253 SUMMARY 264 SELF-INSTRUCTIONAL REVIEW EXERCISES
265 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 266 SUGGESTIONS FOR
ACTION RESEARCH 267 199 199 CONTENTS IX 9 PORTFOLIOS: ASSESSING
UNDERSTANDING, REASONING, SKILLS, AND PRODUCTS 268 WHAT ARE PORTFOLIOS?
269 ADVANTAGES 271 DISADVANTAGES 272 PLANNING FOR PORTFOLIO ASSESSMENT
274 PURPOSE 274 LEARNINGTARGETS 274 USES 274 IDENTIFY PHYSICAL STRUCTURE
276 DETERMINE SOURCES OF CONTENT 276 DETERMINE STUDENT SELF-REFLECTIVE
GUIDELINES AND SCORING CRITERIA 279 IMPLEMENTING PORTFOLIO ASSESSMENT
279 REVIEW WITH STUDENTS 279 SUPPLYING PORTFOLIO CONTENT 280 STUDENT
SELF-EVALUATIONS 281 TEACHER EVALUATION 287 CHECKLISTS OF CONTENTS 287
PORTFOLIOSTRUCTUREEVALUATION 287 EVALUATIONSOF INDIVIDUAL ENTRIES 287
EVALUATIONOF ENTIRECONTENTS 288 STUDENT- TEACHER CONFERENCES 288 SUMMARY
290 SELF-INSTRUCTIONAL REVIEW EXERCISES 291 ANSWERS TO
SELF-INSTRUCTIONAL REVIEW EXERCISES 292 SUGGESTIONS FOR ACTION RESEARCH
293 10 ASSESSING AFFECTIVE TRAITSAND DISPOSITIONS 294 ARE AFFECTIVE
TARGETSIMPORTANT? 295 WHAT ARE AFFECTIVE TRAITSAND LEARNING TARGETS? 296
ATTITUDE TARGETS 296 YALUE TARGETS 298 MOTIVATION TARGETS 299 ACADEMIC
SELF-CONCEPT TARGETS 300 SOCIAL RELATIONSHIP TARGETS 301 CLASSROOM
ENVIRONMENT TARGETS 302 AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATIONAL
OBJECTIVES 303 METHODS OF ASSESSING AFFECTIVE TARGETS 305 TEACHER
OBSERVATION 305 UNSTRUCTUREDOBSERVATION 307 STRUCTUREDOBSERVATION 308
STUDENT SELF-REPORT 308 STUDENT INTERVIEW 308 QUESTIONNAIRESAND SURVEYS
310 XII CONTENTS 13 ADMINISTERING AND INTERPRETING STANDARDIZED AND
STATE STANDARDS-BASED TESTS 392 FUNDAMENTAL DESCRIPTIVE STATISTICS 393
FREQUENCY DISTRIBUTIONS 393 MEASURES OF CENTRAL TENDENCY 394 MEASURES OF
VARIABILITY 396 MEASURES OF RELATIONSHIP 397 SCATTERPLOT 398 CORRELATION
COEFFICIENT 399 TYPES OF DERIVED STANDARDIZED TEST SCORES 401 STANDARD
SCORES 401 Z-SCORE 402 T-SCORE 402 NORMAL CURVE EQUIVALENT 403 STANINES
403 SCALED SCORE 404 DEVIATION IQ AND STANDARD AGE SCORES 405 OTHER
STANDARD SCORES 405 GRADE EQUIVALENT SCORES 405 INTERPRETING
STANDARDIZED AND STATE STANDARDS-BASED TESTS 406 STANDARD ERROR OF
MEASUREMENT 406 ALIGNMENT 407 INTERPRETATION OF NORM-REFERENCED
STANDARDIZED TESTS 408 TYPES OF STANDARDIZED TEST NORMS 408 USING TEST
NORMS 409 CRITERION- REFERENCED / STANDARDS- BASED INTERPRETATIONS 411
UNDERSTANDING STANDARDIZED TEST SCORE REPORTS 414 INTERPRETING TEST
REPORTS FOR PARENTS 416 PREPARING STUDENTS TO TAKE STANDARDIZED TESTS
418 ADMINISTERING STANDARDIZED TESTS 420 SUMMARY 420 SELF-INSTRUCTIONAL
REVIEW EXERCISES 421 ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 422
SUGGESTIONS FOR ACTION RESEARCH 423 APPENDIX A THE SEOPE OF A TEAEHER'SPROFESSIONAL ROLE AND RESPONSIBILITIES FOR STUDENT ASSESSMENT 424
APPENDIX B THE STUDENT EVALUATION STANDARDS 427 GLOSSARY 430 REFERENEES
435 INDEX 441 |
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| author | McMillan, James H. 1948- |
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| classification_rvk | DO 1200 DO 1250 |
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| dewey-full | 371.26 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
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| dewey-search | 371.26 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 4. ed. |
| format | Book |
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| id | DE-604.BV021579554 |
| illustrated | Illustrated |
| index_date | 2024-07-02T14:41:14Z |
| indexdate | 2024-07-09T20:39:06Z |
| institution | BVB |
| isbn | 0205485847 |
| language | English |
| lccn | 2005056633 |
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| physical | XV, 448 S. Ill. |
| publishDate | 2007 |
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| spelling | McMillan, James H. 1948- Verfasser (DE-588)124293360 aut Classroom assessment principles and practice for effective standards-based instruction James H. McMillan 4. ed. Boston [u.a.] Pearson Allyn and Bacon 2007 XV, 448 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Publisher description: Classroom Assessment 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. Educational tests and measurements Examinations Examinations Validity Examinations Interpretation Leistungstest (DE-588)4114396-6 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Leistungsprüfung (DE-588)4258118-7 gnd rswk-swf Schule (DE-588)4053474-1 s Leistungstest (DE-588)4114396-6 s Leistungsprüfung (DE-588)4258118-7 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014795242&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | McMillan, James H. 1948- Classroom assessment principles and practice for effective standards-based instruction Educational tests and measurements Examinations Examinations Validity Examinations Interpretation Leistungstest (DE-588)4114396-6 gnd Schule (DE-588)4053474-1 gnd Leistungsprüfung (DE-588)4258118-7 gnd |
| subject_GND | (DE-588)4114396-6 (DE-588)4053474-1 (DE-588)4258118-7 |
| title | Classroom assessment principles and practice for effective standards-based instruction |
| title_auth | Classroom assessment principles and practice for effective standards-based instruction |
| title_exact_search | Classroom assessment principles and practice for effective standards-based instruction |
| title_exact_search_txtP | Classroom assessment principles and practice for effective standards-based instruction |
| title_full | Classroom assessment principles and practice for effective standards-based instruction James H. McMillan |
| title_fullStr | Classroom assessment principles and practice for effective standards-based instruction James H. McMillan |
| title_full_unstemmed | Classroom assessment principles and practice for effective standards-based instruction James H. McMillan |
| title_short | Classroom assessment |
| title_sort | classroom assessment principles and practice for effective standards based instruction |
| title_sub | principles and practice for effective standards-based instruction |
| topic | Educational tests and measurements Examinations Examinations Validity Examinations Interpretation Leistungstest (DE-588)4114396-6 gnd Schule (DE-588)4053474-1 gnd Leistungsprüfung (DE-588)4258118-7 gnd |
| topic_facet | Educational tests and measurements Examinations Examinations Validity Examinations Interpretation Leistungstest Schule Leistungsprüfung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014795242&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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