Classroom assessment: what teachers need to know
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Edition: | 6. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XVIII, 510 S. Ill. |
| ISBN: | 9780137002337 |
Staff View
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| 245 | 1 | 0 | |a Classroom assessment |b what teachers need to know |c W. James Popham |
| 250 | |a 6. ed. | ||
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational tests and measurements | |
| 650 | 4 | |a Examinations |x Design and construction | |
| 650 | 4 | |a Examinations |x Validity | |
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Record in the Search Index
| _version_ | 1804141099843846144 |
|---|---|
| adam_text | CONTENTS FEATURES XIII PREFACE XIV 11 WHY DO TEACHERS NEED TO KNOW ABOUT
ASSESSMENT? 1 FEDERAL LAWS RULE 2 ASSESSMENT VERSUS TESTING 5 WHY SHOULD
TEACHERS KNOW ABOUT ASSESSMENT? YESTERYEAR S ANSWERS 8 WHY SHOULD
TEACHERS KNOW ABOUT ASSESSMENT? TODAY S ANSWERS 13 WHAT DO CLASSROOM
TEACHERS REALLY NEED TO KNOW ABOUT ASSESSMENT? 18 CHAPTER SUMMARY 23
SELF-CHECK 24 PONDERTIME 26 SELF-CHECK KEY 26 ADDITIONAL STUFF 27 CYBER
STUFF 27 11 DECIDING WHAT TO ASSESS AND HOW TO ASSESS IT 29 WHAT TO
ASSESS 29 YOUR STATE S OFFICIAL CONTENT STANDARDS 37 HOW TO ASSESS IT 46
WHAT DO CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT WHAT TO ASSESS AND
HOW TO ASSESS IT? 54 A THREE-CHAPTER PREVIEW 54 CHAPTER SUMMARY 56 V VI
CONTENTS 57 58 59 59 PONDERTIME SELF-CHECK KEY ADDITIONAL STUFF CYBER
STUFF 60 SELF-CHECK 11 RELIABILITY 0 ASSESSMENT 61 VALIDITY 11
STABILITY RELIABILITY 63 ALTERNATE-FORM RELIABILITY 66 INTERNAL
CONSISTENCY RELIABILITY 68 THREE COINS IN THE RELIABILITY FOUNTAIN 71
THE STANDARD ERROR OF MEASUREMENT 72 WHAT DO CLASSROOM TEACHERS REALLY
NEED TO KNOW ABOUT RELIABILITY? 75 CHAPTER SUMMARY 77 SELF-CHECK 78
PONDERTIME 80 SELF-CHECK KEY 81 ENDNOTES 81 ADDITIONAL STUFF 81 CYBER
STUFF 82 83 A QUEST FOR DEFENSIBLE INFERENCES 83 VALIDITY EVIDENCE 86
CONTENT-RELATED EVIDENCE OF VALIDITY 88 CRITERION-RELATED EVIDENCE OF
VALIDITY 97 CONSTRUCT-RELATED EVIDENCE OF VALIDITY 100 SANCTIONED AND
UNSANCTIONED FORMS OF VALIDITY EVIDENCE 103 THE RELATIONSHIP BETWEEN
RELIABILITY AND VALIDITY 104 WHAT DA CLASSROOM TEACHERS REALLY NEED TO
KNOW ABOUT VALIDITY? 104 CHAPTER SUMMARY 106 CONTENTS VII SELF-CHECK 107
PONDERTIME 109 SELF-CHECK KEY 109 ADDITIONAL STUFF 110 CYBER STUFF 110
11 ABSENCE-OL-BIAS 111 SELECTED-RESPONSE TESTS 11 THE NATURE OF
ASSESSMENT BIAS 112 DISPARATE IMPACT AND ASSESSMENT BIAS 115 JUDGMENTAL
APPROACHES 116 EMPIRICAL APPROACHES 119 BIAS DETECTION IN THE CLASSROOM
119 ASSESSING STUDENTS WITH DISABILITIES AND ENGLISH LANGUAGE LEARNERS
122 WHAT DO CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT
ABSENCE-OF-BIAS? 130 CHAPTER SUMMARY 132 SELF-CHECK 133 PONDERTIME 135
SELF-CHECK KEY 136 ENDNOTE 137 ADDITIONAL STUFF 137 CYBER STUFF 138 139
TEN (DIVIDED BY TWO) ITEM-WRITING COMMANDMENTS 140 BINARY-CHOICE ITEMS
143 MULTIPLE BINARY-CHOICE ITEMS 145 MULTIPLE-CHOICE ITEMS 148 MATCHING
ITEMS 153 WHAT DO CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT
SELECTED-RESPONSE TESTS? 157 CHAPTER SUMMARY 158 VIII CONTENTS 158 161
161 162 162 SEIF-CHECK KEY ADDITIONAL STUFF CYBER STUFF SEIF-CHECK
PONDERTIME 163 11 CONSTRUCTED-RESPONSE TESTS SHORT-ANSWER ITEMS 164
ESSAY ITEMS: DEVEIOPMENT 167 ESSAY ITEMS: SCORING STUDENTS RESPONSES
172 WHAT DO CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT
CONSTRUCTED-RESPONSE TESTS? 181 CHAPTER SUMMARY 182 SELF-CHECK 182
PONDERTIME 184 SEIF-CHECK KEY 185 ADDITIONAL STUFF 186 CYBER STUFF 186
LI_P_E_RF_O_F_M_A_ _C_E_A_S_S_E_S_SM_E_ _T 1_8_7 _ WHAT IS A PERFORMANCE
TEST? 187 IDENTIFYING SUITABLE TASKS FOR PERFORMANCE ASSESSMENT 190
IDENTIFYING SCORING CRITERIA 195 AN ILLUSTRATIVE PERFORMANCE-TEST TASK
198 RUBRICS: THE WRETCHED AND THE RAPTUROUS 199 RATINGS AND OBSERVATIONS
203 SOURCES OF ERROR IN SCORING STUDENT PERFORMANCES 204 WHAT DO
CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT PERFORMANCE ASSESSMENT? 206
CHAPTER SUMMARY 208 SEIF-CHECK 208 PONDERTIME 209 229 CONTENTS IX
SELF-CHECK KEY 209 ADDITIONAL STUFF 210 CYBER STUFF 210 N
_P_O_RT_ _O_LI_O_A_S_S_E_SS_M_E_ _T 2_1_1 _ CLASSROOM PORTFOLIO
ASSESSMENT VERSUS LARGE-SCALE PORTFOLIO ASSESSMENT 212 KEY INGREDIENTS
IN CLASSROOM PORTFOLIO ASSESSMENT 215 THE PROS AND CONS OF PORTFOLIO
ASSESSMENT 220 WHAT DO CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT
PORTFOLIO ASSESSMENT? 223 CHAPTER SUMMARY 225 SELF-CHECK 225 PONDERTIME
22 7 SELF-CHECK KEY 227 ADDITIONAL STUFF 228 CYBER STUFF 228 M AFFECTIVE
ASSESSMENT WHY ASSESS AFFECT? 229 THE OTHER SIDE OF THE ARGUMENT 232
WHICH AFFECTIVE VARIABLES SHOULD BE ASSESSED? 233 HOW SHOULD AFFECT BE
ASSESSED IN CLASSROOMS? 236 SELF-REPORT ASSESSMENT 237 WHAT KIND OF
INFERENCES ARE AT STAKE IN AFFECTIVE ASSESSMENT? 244 WHAT DO CLASSROOM
TEACHERS REALLY NEED TO KNOW ABOUT AFFECTIVE ASSESSMENT? 246 CHAPTER
SUMMARY 247 SELF-CHECK 247 PONDERTIME 249 SELF-CHECK KEY 250 ADDITIONAL
STUFF 250 X CONTENTS M IMPROVING TEACHER-DEVELOPED ASSESSMENTS 251
JUDGMENTALLY BASED IMPROVEMENT PROCEDURES 252 EMPIRICALLY BASED
IMPROVEMENT PROCEDURES 256 ITEM ANALYSIS FOR CRITERION-REFERENCED
MEASUREMENT 262 WHAT DO CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT
IMPROVING THEIR ASSESSMENTS? 265 CHAPTER SUMMARY 265 SELF-CHECK 266
PONDERTIME 267 SELF-CHECK KEY 267 ADDITIONAL STUFT 268 M FORMATIVE
ASSESSMENT 269 269 276 279 ASSESSMENT THAT TRANSFORMS TEACHING FORMATIVE
ASSESSMENT RESEARCH SUPPORT LEARNING PROGRESSIONS AS FRAMEWORKS A
MULTILEVEL PROCESS 285 WHY THE DELAY? 296 WHAT DO CLASSROOM TEACHERS
REALLY NEED TO KNOW ABOUT FORMATIVE ASSESSMENT? 298 CHAPTER SUMMARY 299
SELF-CHECK 300 PONDERTIME 303 SELF-CHECK KEY 303 ADDITIONAL STUFT 304
CYBER STUFT 306 BI MAKING SENSE OUT 01 STANDARDIZED TEST SCORES
STANDARDIZED TESTS 308 GROUP-FOCUSED TEST INTERPRETATION INDIVIDUAL
STUDENT TEST INTERPRETATION 307 310 311 CONTENTS XI THE SAT AND THE ACT:
THREE-LETTER, HIGH-IMPORT EXAMS 325 WHAT DO CLASSROOM TEACHERS REALLY
NEED TO KNOW ABOUT INTERPRETING STANDARDIZED TEST SCORES? 329 CHAPTER
SUMMARY 330 SELF-CHECK 331 PONDERTIME 332 SELF-CHECK KEY 332 ADDITIONAL
STUFF 333 CYBER STUFF 333 _ APPROPRIATE AND INAPPROPRIATE W
TEST-PREPARATION PRACTICES 335 HIGH-STAKES ASSESSMENT ARRIVES 335
ASSESSMENT RESULTS AS INFERENCE ILLUMINATORS 336 TWO EVALUATIVE
GUIDELINES 338 FIVE TEST-PREPARATION PRACTICES 341 APPLYING THE TWO
GUIDELINES 342 WH AT ABOUT TEACHING TO THE TEST ? 344 WHAT DO CLASSROOM
TEACHERS REALLY NEED TO KNOW ABOUT TEST-PREPARATION PRACTICES? 346
CHAPTER SUMMARY 347 SELF-CHECK 348 PONDERTIME 350 SELF-CHECK KEY 351
ADDITIONAL STUFF 351 CYBER STUFF 352 M THE EVALUATION 0 INSTRUCTION 353
A FOCUS ON CONSEQUENCES 355 CLASSROOM ASSESSMENT EVIDENCE 358 EVIDENCE
FROM EXTERNAL ACCOUNTABILITY TESTS 363 WHAT S A TEACHER TO DO? 380 WHAT
DO CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT ASSESSMENT-BASED
EVALUATION OFTEACHING? 381 XII CONTENTS CHAPTER SUMMARY 383 SELF-CHECK
383 PONDERTIME 384 SELF-CHECK KEY 385 ADDITIONAL STUFF 385 CYBER STUFF
386 M ASSESSMENT-BASED GRADING 387 THE PURPOSE OF GRADING 387
GRADE-GIVING SPECIFICS 394 WHAT DO CLASSROOM TEACHERS REALLY NEED TO
KNOW ABOUT ASSESSMENT-BASED GRADING OF STUDENTS? 404 CHAPTER SUMMARY 405
SELF-CHECK 406 PONDERTIME 409 SELF-CHECK KEY 410 ADDITIONAL STUFF 411
CYBER STUFF 411 EXTENDED APPLICATIONS 413 CHAPTER 1 414. CHAPTER 2 420.
CHAPTER 3 430. CHAPTER 4 436. CHAPTER 5 440. CHAPTER 6 446. CHAPTER 7
452. CHAPTER 8 457. CHAPTER 9 459. CHAPTER 10 463. CHAPTER 11 467.
CHAPTER 12 473. CHAPTER 13 479. CHAPTER 14 483. CHAPTER 15 490. CHAPTER
16 495 GLOSSARY 500 INDEX SOS
|
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| author | Popham, William James 1930- |
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| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.26 |
| dewey-search | 371.26 |
| dewey-sort | 3371.26 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 6. ed. |
| format | Book |
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| isbn | 9780137002337 |
| language | English |
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| physical | XVIII, 510 S. Ill. |
| publishDate | 2011 |
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| spelling | Popham, William James 1930- Verfasser (DE-588)135996767 aut Classroom assessment what teachers need to know W. James Popham 6. ed. Boston ; Munich [u.a.] Pearson 2011 XVIII, 510 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational tests and measurements Examinations Design and construction Examinations Validity Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Schultest (DE-588)4053566-6 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 s DE-604 Schultest (DE-588)4053566-6 s Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018949404&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Popham, William James 1930- Classroom assessment what teachers need to know Educational tests and measurements Examinations Design and construction Examinations Validity Schulleistungsmessung (DE-588)4077202-0 gnd Schultest (DE-588)4053566-6 gnd |
| subject_GND | (DE-588)4077202-0 (DE-588)4053566-6 |
| title | Classroom assessment what teachers need to know |
| title_auth | Classroom assessment what teachers need to know |
| title_exact_search | Classroom assessment what teachers need to know |
| title_full | Classroom assessment what teachers need to know W. James Popham |
| title_fullStr | Classroom assessment what teachers need to know W. James Popham |
| title_full_unstemmed | Classroom assessment what teachers need to know W. James Popham |
| title_short | Classroom assessment |
| title_sort | classroom assessment what teachers need to know |
| title_sub | what teachers need to know |
| topic | Educational tests and measurements Examinations Design and construction Examinations Validity Schulleistungsmessung (DE-588)4077202-0 gnd Schultest (DE-588)4053566-6 gnd |
| topic_facet | Educational tests and measurements Examinations Design and construction Examinations Validity Schulleistungsmessung Schultest |
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