Classroom assessment: principles and practice for effective standards-based instruction
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich[u.a.]
Pearson
2011
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIII, 466 S. |
| ISBN: | 9780132160728 |
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| 245 | 1 | 0 | |a Classroom assessment |b principles and practice for effective standards-based instruction |c James H. McMillan |
| 250 | |a 5. ed. | ||
| 264 | 1 | |a Boston ; Munich[u.a.] |b Pearson |c 2011 | |
| 300 | |a XIII, 466 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Educational tests and measurements | |
| 650 | 4 | |a Examinations | |
| 650 | 4 | |a Examinations |x Validity | |
| 650 | 4 | |a Examinations |x Interpretation | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
PREFACE XI
CHAPTER 1
THE ROLE OF ASSESSMENT IN TEACHING 1 INTEGRATING INSTRUCTION AND
ASSESSMENT 3 THE REALITIES OFTEACHING 3
INSTRUCTIONAL DECISION MAKING AND ASSESSMENT 5
WHAT IS CLASSROOM ASSESSMENT? 9
PURPOSE 9
MEASUREMENT 10
EVALUATION 11
USE 12
DIAGNOSIS 12
GRADING 12
LNSTRUCTION 12
RESEARCH ON LEAMING, MOTIVATION, INSTRUCTION, AND CURRICULUM:
IMPLICATIONS FOR ASSESSMENT 13
RECENT TRENDS IN CLASSROOM ASSESSMENT 15
THE INFLUENCE OF LARGE-SCALE ACCOUNTABILITY TESTING 19
TEACHERS CLASSROOM ASSESSMENT AND GRADING PRACTICES DECISION MAKING 21
ASSESSMENT STANDARDS FOR TEACHERS 23
* SUMMARY 24
* WHAT S COMING 24
* SELF-INSTRUCTIONAL REVIEW EXERCISES 25
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 26
* SUGGESTIONS FOR ACTION RESEARCH 26
CHAPTER 2
COGNITIVE LEAMING TARGETS AND STANDARDS 28 KNOWING WHERE YOUR STUDENTS
ARE GOING 29
EDUCATIONAL GOALS 29
OBJECTIVES 29
STANDARDS 31
CRITERIA 34
EXPECTATIONS 35
LEARNINGTARGETS 36
TAXONOMIES OF EDUCATIONAL OBJECTIVES 38
BLOOM S TAXONOMY OFOBJECTIVES 38
BLOOM S REVISED TAXONOMY OFOBJECTIVES 40
MARZANO AND KENDALL S NEW TAXONOMY 40
TYPES OF KNOWLEDGE TARGETS 42
KNOWLEDGE REPRESENTATION 42
DECLARATIVE KNOWLEDGE AND UNDERSTANDING 45
PROCEDURAL KNOWLEDGE AND UNDERSTANDING 45
DEEP UNDERSTANDING AND REASONING 46
SOURCES FOR LEAMING TARGETS 48
PROFESSIONAL PREPARATION 48
TEXTBOOKS 49
EXISTING LISTS OFOBJECTIVES 50
NATIONAL AND STATE STANDARDS 51
CRITERIA FOR SELECTING LEAMING TARGETS AND STANDARDS 53
III
IMAGE 2
IV CONTENTS
* SUMMARY 55
* SELF-INSTRUCTIONAL REVIEW EXERCISES 56
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 57
* SUGGESTIONS FOR ACTION RESEARCH 58
FACTORS INFLUENCING RELIABILITY ESTIMATES 80
FAIRNESS 80
STUDENT KNOWLEDGE OF LEARNING TARGETS AND ASSESSMENTS 81
POSITIVE CONSE LUENCES 86
POSITIVE CONSEQUENCES FOR STUDENTS 86
POSITIVE CONSEQUENCES FORTEACHERS 88
ACCOMMODATING SPECIAL NEEDS AND ENGLISH LANGUAGE LEARNERS 84
A MODEL OFFAIRNESS IN CLASSROOM ASSESSMENT 84
OPPORTUNITY TO LEARN 81
PREREQUISITE KNOWLEDGE AND SKILLS 82
AVOIDING STUDENT STEREOTYPING 82
AVOIDING BIAS IN ASSESSMENTTASKS AND PROCED URES 82
ALIGNMENT 88
PRACTICALITY AND EFFICIENCY 91
TEACHER FAMILIARITY WITH THE METHOD 91
TIME REQUIRED 91
COMPLEXITY OF ADMINISTRATION 92
EASE OFSCORING 92
EASE OFLNTERPRETATION 92
COST 93
* SUMMARY 93
* SELF-INSTRUCTIONAL REVIEW EXERCISES 94
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 95
* SUGGESTIONS FOR ACTION RESEARCH 96
* ENDNOTE 97 RELIABILITY 73
WHAT IS A RELIABLE SCORE? 73
ASSESSMENT ERROR 75 CHA PTER 4
CHAPTER 3 HIGH-QUALITY CLASSROOM ASSESSMENT 60 WHAT IS HIGH-QUALITY
CLASSROOM
ASSESSMENT? 61
CLEAR AND APPROPRIATE LEAMING TARGETS 61
ALIGNMENT OF ASSESSMENT METHODS AND LEARNING TARGETS 62
TYPES OF ASSESSMENT METHODS 62
MATCHING TARGETS WITH METHODS 65
KNOWLEDGEAND SIMPLE UNDERSTANDING 65
DEEP UNDERSTANDING AND REASONING 66
SKILLS 67
PRODUCTS 67
AFFECT 67
VALIDITY 68
WHAT IS A VALID ASSESSMENT? 68
HOW IS VALIDITY DETERMINED? 68
CONTENT-RELATED EVIDENCE 69
CRITERION-RELATED EVIDENCE 71
CONSTRUCT-RELATED EVIDENCE 72
HOW IS RELIABILITY DETERMINED? 77
SOURCES OF RELIABILITY EVIDENCE 77
EVIDENCE BASED ON STABILITY 77
EVIDENCE BASED ON EQUIVALENT FORMS 77
EVIDENCE BASED ON INTERNAL CONSISTENCY 78
EVIDENCEBASED ON SCORER OR RATER CONSISTENCY 79
EVIDENCEBASED ON DECISION CONSISTENCY 79
FORMATIVE ASSESSMENT I:
GATHERING EVIDENCE 98 WHAT IS FORMATIVE ASSESSMENT? 99 GATHERING
INFORMAL FORMATIVE ASSESSMENT
EVIDENCE 102
IMAGE 3
CONTENTS V
INFORMAL FORMATIVE ASSESSMENT OBSERVATION 103 ASSESSING NONVERBAL
BEHAVIOR 103
ASSESSING VOIEE-RELATED CUES 108
BEGINNINGOFYEAR OBSERVATIONS 111
SOURCES OF ERROR IN INFORMAL OBSERVATION 112
INFORMAL ORAL QUESTIONING 114
CHARACTERISTICS OF EFFECTIVE QUESTIONING TO ASSESS STUDENT PROGRESS 11 5
FORMAL FORMATIVE ASSESSMENT 120
PREINSTRUCTIONAL STRUCTURED EXERCISES 121
PRETESTS 121
HOMEWORK 122
IN-CLASS ASSIGNMENTS 123
QUIZZES AND UNIT TESTS 123
C1ASSROOM RESPONSE SYSTEMS 124
BENCHMARK ASSESSMENTS 125
TEACHER EXPECTATIONS 126
* SUMMARY 128
* SELF-INSTRUCTIONAL REVIEW EXERCISES 129
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 130
* SUGGESTIONS FOR ACTION RESEARCH 132
CHAPTER 5
FORMATIVE ASSESSMENT 11: FEEDBACK AND INSTRUCTIONAL ADJUSTMENTS 133
PROVIDING EFFEETIVE FEEDBACK 134 TYPES OF FEEDBACK 135
GOAL DIRECTED 135
SCAFFOLDED 136
SELF- REFERENCED 137
STANDARDS-REFERENCED 138
NORM-REFERENCED 138
FAETORS TO CONSIDER IN DETERMINING THE NATURE OF THE FEEDBACK 139
AMOUNT 139
TIMING 140
MODE 141
AUDIENCE 1 T1
TYPE OFTASK 141
DIFFERENTIATED FORMATIVE FEEDBACK 142
LEAMER LEVEL OF ABILITY 142
GRADE LEVEL 143
SUBJECT 143
ANTICIPATING FEEDBACK 144
WHAT ABOUT GIVING PRAISE? 145
INSTRUCTIONAL ADJUSTMENTS 147
MASTERY LEAMING 148
DIFFERENTIATED INSTRUCTION 149
LEAMING PROGRESSIONS 150
A MODEL OFLNSTRUCTIONAL ADJUSTMENTS FOR FORMATIVE ASSESSMENT 152
* SUMMARY 152
* SELF-INSTRUCTIONAL REVIEW EXERCISES 154
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 154
* SUGGESTIONS FOR ACTION RESEARCH 155
CHAPTER 6
PLANNING AND IMPLEMENTING CLASSROOM SUMMATIVE ASSESSMENTS 156 PLANNING
AND SUMMATIVE ASSESSMENT 158
REPRESENTATIVE SAMPLING 158
NUMBER AND LENGTH OF ASSESSMENTS 159
USE OF ASSESSMENTS PROVIDED BYTEXTBOOK AND
TEST PUBLISHERS 160
PREPARING STUDENTS FOR SUMMATIVE ASSESSMENTS 161
IMAGE 4
VI CONTENTS
SCHEDULING THE SUMMATIVE ASSESSMENT 162
WHEN SUMMATIVE ASSESSMENTS SHOULD BE CONSTRUCTED 162
PUTTING SUMMATIVE ASSESSMENTS TOGETHER 165
PREPARING TEST DIRECTIONS 165
ARRANGING ITEMS 166
PHYSICAL LAYOUT 166
ADMINISTERING SUMMATIVE ASSESSMENTS 166
UNIT/CHAPTER TESTS 167
* SUMMARY 168
* SELF-INSTRUCTIONAL REVIEW EXERCISES 169
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 169
* SUGGESTIONS FOR ACTION RESEARCH 170
CHAPTER 7
SELECTED- RESPONSE ASSESSMENT: MULTIPLE CHOICE, BINARY CHOKE, AND
MATCHING 171
MULTIPLE-CHOICE ITEMS 172 ASSESSING KNOWLEDGE AND COMPREHENSION 176
ASSESSING APPLICATION 177
ASSESSING DEEP UNDERSTANDING AND REASONING 179
BINARY-CHOICE ITEMS 181
ASSESSING KNOWLEDGE AND COMPREHENSION 182
ASSESSING DEEP UNDERSTANDING AND REASONING 184
ASSESSING APPLICATION 185
MATCHING ITEMS 186
INTERPRETIVE EXERCISES 188
ASSESSING COMPREHENSION 190
ASSESSING DEEP UNDERSTANDING AND REASONING 191
* SUMMARY 193
* SELF-INSTRUCTIONAL REVIEW EXERCISES 193
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 194
* SUGGESTIONS FOR ACTION RESEARCH 196
CHAPTER 8
CONSTRUCTED- RESPONSE ASSESSMENT: COMPLETION, SHORT-ANSWER, AND ESSAY
ITEMS 197 COMPLETION ITEMS 198 SHORT-ANSWER ITEMS 200 ASSESSING
KNOWLEDGEAND COMPREHENSION 200
ASSESSING DEEP UNDERSTANDING AND REASONING 202
ESSAY ITEMS 204
CONSTRUCTING ESSAYITEMS 209
SCORINGESSAYS 212
* SUMMARY 215
* SELF-INSTRUCTIONAL REVIEW EXERCISES 216
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW ITEMS 217
* SUGGESTIONS FOR ACTION RESEARCH 217
* ENDNOTE 218
CHAPTER 9
CONSTRUCTED- RESPONSE ASSESSMENT: PERFORMANCE ASSESSMENT 219 WHAT IS
PERFORMANCE ASSESSMENT? 220
STRENGTHS AND MITATIONS OF PERFORMANCE ASSESSMENTS 221
LEARNING TARGETS FOR PERFORMANCE ASSESSMENTS 224
DEEP UNDERSTANDING 224
REASONING 224
IMAGE 5
SKILLS 224
COMMUNICATION AND PRESENTATIONS SKILLS 224
PSYCHOMOTORSKILLS 226
PRODUCTS 228
CONSTRUCTING PERFORMANCE TASKS 229
RESTRICTED- AND EXTENDED-TYPE PERFORMANCE TASKS 229
PERFORMANCE TASK DESCRIPTIONS AND CONTEXTS 231
PERFORMANCE TASK QUESTION OR PROMPT 232
PERFORMANCE CRITERIA 239
RUBRICS 240
RATING SCALES 240
DEVELOPING RUBRICS 243
* SUMMARY 252
* SELF-INSTRUCTIONAL REVIEW EXERCISES 253
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 254
* SUGGESTIONS FOR ACTION RESEARCH 255
* ENDNOTES 255
CHAPTER 10
CONSTRUCTED- RESPONSE ASSESSMENT: PORTFOLIOS 256 WHAT ARE PORTFOLIOS?
257
ADVANTAGES 259
DISADVANTAGES 261
PLANNING FOR PORTFOLIO ASSESSMENT 262
PURPOSE 263 LEARNING TARGETS 263
USES 264
IDENTIFY PHYSICAL STRUCTURE 265
DETERMINE SOURCES OFCONTENT 265
DETERMINE STUDENT SELF-RETLECTIVE GUIDELINES AND SCORING CRITERIA 265
IMPLEMENTING PORTFOLIO ASSESSMENT 268
REVIEW WITH STUDENTS 268
CONTENTS VII
SUPPLYING PORTFOLIO CONTENT 268 STUDENT SELF-RETLECTION 270
TEACHER EVALUATION 274
CHECKLISTS OFCONTENTS 274
PORTFOLIO STRUCTURE EVALUATION 274
EVALUATIONSOFLNDIVIDUAL ENTRIES 276
EVALUATION OFENTIRE CONTENTS 276
STUDENT- TEACHER CONFERENCES 277
ELECTRONIC PORTFOLIOS 278
* SUMMARY 280
* SELF-INSTRUCTIONAL REVIEW EXERCISES 281
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 282
* SUGGESTIONS FOR ACTION RESEARCH 283
CHAPTER 11
ASSESSING AFFECTIVE TRAITS, DISPOSITIONS, AND BELIEFS 284 ARE AFFECTIVE
AND STUDENT BELIEF TARGETS
IMPORTANT? 285
WHAT ARE AFFECTIVE TRAITS AND LEAMING TARGETS? 287
ATTITUDE TARGETS 288
VALUE TARGETS 289
MOTIVATION TARGETS 290
ACADEMIC SELF-CONCEPTTARGETS 291
SOCIAL RELATIONSHIP TARGETS 291
CLASSROOM ENVIRONMENT TARGETS 292
AFFECTIVE DOMAIN OFTHE TAXONOMY OF EDUCATIONAL OBJECTIVES 294
METHODS OF ASSESSING AFFECTIVE TARGETS 294
TEACHER OBSERVATION 296 UNSTRUCTURED OBSERVATION 297
STRUCTURED OBSERVATION 298
STUDENT SELF-REPORT 300
STUDENT INTERVIEW 300
IMAGE 6
VIII CONTENTS
QUESTIONNAIRES AND SURVEYS 302
CONSTRUCTED-RESPONSE FORMATS 302
SELE.CTED-RESPONSEFORMATS 303
CONSTRUCTING SELF-REPORT ITEMS 309
STUDENT SELF-ASSESSMENT 310
PEER RATI NGS 31 7
GUESS-WHO APPROACH 318
SOCIOMETRIC APPROACH 318
WHICH METHOD OR COMBINATION OF METHODS SHOULD I USE? 319
ENSURING ANONYMITY 320
* SUMMARY 322
* SELF-INSTRUCTIONAL REVIEW EXERCISES 323
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 324
* SUGGESTIONS FOR ACTION RESEARCH 325
CHAPTER 12
ASSESSING SPECIAL N EEDS AND ELL STUDENTS 326 ASSESSING STUDENTS WITH
SPECIAL NEEDS 327 LEGAL MANDATES 327
ASSESSING STUDENTS FOR IDENTIFICATION 330
MILD MENTAL RETARDATION 333
SENSORY IMPAIRMENT 333
PHYSIEALLMPAIRMENT 334
LEARNING DISABILITY 334
EMOTIONAL DISTURBANCE 334
ATTENTION DEFICITS 335
HYPERACTIVITY 335
ASSESSMENT PROBLEMS ENCOUNTERED BY STUDENTS WITH SPECIAL NEEDS 336
COMPREHENSION DIFFICULTIES 338
AUDITORY DIFFICULTIES 339
VISUAL DIFFICULTIES 339
TIME CONSTRAINT DIFFICULTIES 339
ANXIETY 340
EMBARRASSMENT 340
VARIABILITY OF BEHAVIOR 340
ASSESSMENT ACCOMMODATIONS 340
ADAPTATIONS IN TEST DIRECTIONS, CONSTRUCTION, AND FORMAT 341
5HORT-ANSWER AND ESSAYITEMS 342
MULTIPLE-CHOICE ITEMS 344
BINARY-CHOICEITEMS 344
COMPLETION ITEMS 344
PERFORMANCE ASSESSMENTS 345
PORTFOLIOS 345
ADAPTATIONS IN TEST ADMINISTRATION 346
ADAPTATIONS IN TESTING SITE 346
GRADING AND REPORTING ACCOMMODATIONS 348
GRADING ACCOMMODATIONS 349 IEP GRADING 349
SHARED GRADING 349
CONTRACTING 350
REPORTING ACCOMMODATIONS 351
ENGLISH LANGUAGE LEAMERS IN INCLUSIVE SETTINGS 352
FACTORS INFLUENCING ELLASSESSMENTS 352 LANGUAGEAND LITERACYSKILL FACTORS
352
EDUCATIONAL BACKGROUND FACTORS 353
CULTURAL FACTORS 353
IDENTIFYING DIFFICULTIES THAT ELL STUDENTS EXPERIENCE IN CLASSROOM
ASSESSMENT 353
DIFFICULTY IN COMPREHENDING TEST LANGUAGE 353
DIFFICULTY IN EXPRESSINGWHAT IS KNOWN 354
LACK OFCONTENT AND CULTURAL KNOWLEDGE IN TEST ITEMS 354
UNFAMILIARITY WITH DIFFERENT TYPESOFTESTS 354
EMOTIONAL STRESS 355
ASSESSMENT ACCOMMODATIONS AND MODIFICATIONS 355
TEST FORMAT 355
TEST-TAKING PROCEDURES 356
EVALUATING PERFORMANCE AND PROVIDING FEEDBACK 356
* SUMMARY 357
IMAGE 7
* SELF-INSTRUCTIONAL REVIEW EXERCISES 358
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 360
* SUGGESTIONS FOR ACTION RESEARCH 362
CHAPTER 13
GRADING AND REPORTING STUDENT PERFORMANCE 363 TEACHERS JUDGMENTS IN
GRADING 364 FUNCTIONS OF MARKING AND GRADING 367
PROVIDING FEEDBACK 367
BASIS OFCOMPARISON 369
NORM-REFERENCED GRADING 369
STANDARDS-BASED GRADING 370
MOTIVATION 372
INCORPORATING FACTORS OTHER THAN PERFORMANCE 374
APTITUDE 375
IMPROVEMENT 375
EFFORT 376
ATTENDANCE 377
ATTITUDES 378
APPROACHES TO MARKING AND GRADING 378
LETTER GRADES 378
PERCENTAGE CORRECT 380
PASS-FAIL 382
RUBRICSJCHECKLISTS 382
STANDARDS-BASED 383
WRITTEN DESCRIPTIONS 384
MIXED METHODS 385
DETERMINING REPORT CARD (COMPOSITE) GRADES 385
SELECT WH AT TO INCLUDE IN THE FINAL GRADE 386
SELECT WEIGHTS FOR EACH ASSESSMENT 387
CONTENTS IX
COMBINING DIFFERENT SCORES AND GRADES 389 WEIGHTED CATEGORIES VERSUS
TOTAL POINTS METHODS 389
USINGJUDGMENT WHEN COMBINING GRADES 392
CHEATING 393
RECOGNIZINGTEACHER FALLIBILITY 393
REPORTING STUDENT PROGRESS TO PARENTS 395
REPORT CARDS 396
PROGRESS REPORTS 396
PARENT- TEACHER CONFERENCES 397
STUDENT-LED CONFERENCES 398
* SUMMARY 398
* SELF-INSTRUCTIONAL REVIEW EXERCISES 400
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 401
* SUGGESTIONS FOR ACTION RESEARCH 401
CHAPTER 14
ADMINISTERING, INTERPRETING, AND USING STANDARDIZED AND STATE STANDARDS-
BASED TESTS 403
FUNDAMENTAL DESCRIPTIVE STATISTICS 403 FREQUENCY DISTRIBUTIONS 404
MEASURES OF CENTRAL TENDENCY 406
MEASURES OFVARIABILITY 407
MEASURES OFRELATIONSHIP 409
SCATTERPLOT 410
CORRELATION COEFFICIENT 410
TYPES OFSTANDARDIZED TESTS 411
NORM-REFERENCED ACHIEVEMENT TEST BATTERIES 413
APTITUDE TESTS 414
READINESS TESTS 415
STANDARDS-BASED STATE AND OISTRICT TESTS 415
BENCHMARK ASSESSMENTS 417
IMAGE 8
X
CONTENTS
TYPES OF DERIVED STANDARDIZED TEST SCORES 418
STANDARD SCORES 418 Z-SEORE 418
NORMAL CURVE EQUIVALENT 419
STANINES 419
SEALED SCORE 420
DEVIATION IQ SCORES 420
OTHER STANDARD SCORES 420
GRADE EQUIVALENT SCORES 421
INTERPRETING STANDARDIZED AND STATE STANDARDS-BASED TEST SCORES 421
STANDARD ERROR OF MEASUREMENT 421
ALIGNMENT 423
STANDARDS- BASED/ CRITERION-REFERENCED INTERPRETATIONS 423
UNDERSTANDING STANDARDIZED AND STANDARDSBASED TEST SCORE REPORTS 425
USING STANDARDIZED AND STANDARDS-BASEDF CRITERION-REFERENCED TEST SCORES
426
INTERPRETING TEST REPORTS FOR PARENTS 429
PREPARING STUDENTS TO TAKE STANDARDIZED TESTS 431
ADMINISTERING STANDARDIZED AND STANDARDSBASED TESTS 436
* SUMMARY 437
* SELF-INSTRUCTIONAL REVIEW EXERCISES 438
* ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES 439
* SUGGESTIONS FOR ACTION RESEARCH 440
APPENDICES
A THE SCOPE OF A TEAEHER S PROFESIONAL ROLE AND RESPONSIBILITIES FOR
STUDENT ASSESSMENT 441
B THE STUDENT EVALUATION STANDARDS 445
GLOSSARY 448
REFERENCES 452
INDEX 458
|
| any_adam_object | 1 |
| author | McMillan, James H. 1948- |
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| classification_tum | EDU 535f |
| ctrlnum | (OCoLC)706984295 (DE-599)BVBBV036974399 |
| discipline | Pädagogik |
| edition | 5. ed. |
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| id | DE-604.BV036974399 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:51:52Z |
| institution | BVB |
| isbn | 9780132160728 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020889080 |
| oclc_num | 706984295 |
| open_access_boolean | |
| owner | DE-29 DE-91 DE-BY-TUM |
| owner_facet | DE-29 DE-91 DE-BY-TUM |
| physical | XIII, 466 S. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | McMillan, James H. 1948- Verfasser (DE-588)124293360 aut Classroom assessment principles and practice for effective standards-based instruction James H. McMillan 5. ed. Boston ; Munich[u.a.] Pearson 2011 XIII, 466 S. txt rdacontent n rdamedia nc rdacarrier Educational tests and measurements Examinations Examinations Validity Examinations Interpretation Leistungsprüfung (DE-588)4258118-7 gnd rswk-swf Leistungstest (DE-588)4114396-6 gnd rswk-swf Schule (DE-588)4053474-1 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=020889080&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 Leistungsprüfung (DE-588)4258118-7 gnd Leistungstest (DE-588)4114396-6 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4258118-7 (DE-588)4114396-6 (DE-588)4053474-1 |
| 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_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 Leistungsprüfung (DE-588)4258118-7 gnd Leistungstest (DE-588)4114396-6 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Educational tests and measurements Examinations Examinations Validity Examinations Interpretation Leistungsprüfung Leistungstest Schule |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020889080&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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