Classroom assessment in action:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Lanham, Md. [u.a.]
Rowman & Littlefield
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIII, 544 S. Ill., graph. Darst. |
| ISBN: | 9781442208360 9781442208377 |
Internformat
MARC
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| 245 | 1 | 0 | |a Classroom assessment in action |c Mark D. Shermis and Francis J. Di Vesta |
| 264 | 1 | |a Lanham, Md. [u.a.] |b Rowman & Littlefield |c 2011 | |
| 300 | |a XIII, 544 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational tests and measurements | |
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| 700 | 1 | |a Di Vesta, Francis J. |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804147973741871104 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PRE/ACE ACKNOWLEDGMENTS
A NOTE TO THE READER: THEORY TO PRACTICE
1 ORIENTATION TO ASSESSMENT ADEFINITION OF ASSESSMENT THE COMPONENTS OF
ASSESSMENT WHO U SES CLASSROOM ASSESSMENT AND WHY?
POLIEY MAKERS USE OF ASSESSMENT: THE NO CHILD LEFT BEHIND AET HOW YOU
WILL INEORPORATE ASSESSMENT IN INSTRUETION YOUR KNOWLEDGE AB OUT
ASSESSMENT THE CONSEQUENEES OF POOR ASSESSMENT PRAETIEES
CONTEMPORARY CLASSROOM ASSESSMENT SUMMARY
2 PLANNING ASSESSMENTS SCORES AND THEIR INTERPRETATION CRITERION-
REFERENEED ASSESSMENTS N ORM- REFERENEED ASSESSMENTS MAKING PLANS FOR
ASSESSMENTS
STEPS IN ASSESSMENT AND REPORTING CREATING BLUEPRINTS FOR SPEEIFIE
ASSESSMENTS TEST BLUEPRINTS ASSESSMENT MODALITIES AND THE ROLE OF
OBSERVATION
SUMMARY
3 OBSERVATION: BASES OF ASSESSMENT MAKING OBSERVATIONS DIREET
OBSERVATION
IX
XL
XL11
1
2 3 4
11 12 14 19 22
23
27 27 28 30
34 36 39 46
50 51
55 55 60
.V
IMAGE 2
VI * CONTENTS
TEACHERS AS OBSERVERS 63
COMPONENTS AND PURPOSES OF OBSERVATION 70
MAKING OBSERVATIONS 73
SUMMARY 79
4 FORMATIVE ASSESSMENT: USING ASSESSMENT FOR IMPROVING INSTRUCTION 83
DISTINCTIONS BETWEEN SUMMATIVE AND FORMATIVE ASSESSMENT 85
FORMAL AND INFORMAL FORMATIVE ASSESSMENT 88
INTERPRETATION OF FEEDBACK IN FORMATIVE ASSESSMENT 90
USING ASSESSMENTS AS EVIDENCE OF PROGRESS 94
THE DYNAMICS OF FORMATIVE ASSESSMENT 95
FEEDBACK 95
ASKING THE RIGHT QUESTIONS IN ASSESSMENT 102
IMPLEMENTING FORMATIVE ASSESSMENT 105
DESIGNING APPROPRIATE FORMATIVE TESTS 108
SUMMARY 112
5 PERFORMANCE ASSESSMENT 119
DEFINITIONS 120
PERFORMANCE ASSESSMENTS 121
BEHAVIORAL OBJECTIVES REDUX 130
CREATING RUBRICS 133
ADVANTAGES OF USING RUBRICS 140
IMPROVING CONSISTENCY OF RATINGS 143
PORTFOLIO ASSESSMENT 144
SUMMARY 149
6 DEVELOPING OBJECTIVE TESTS 153
CONSIDERATIONS IN CHOOSING A TEST FORMAT 153
TRUE-FALSE TESTS 157
MULTIPLE-CHOICE TESTS 161
FILL-IN-THE-BLANK (COMPLETION) TESTS 172
MATCHING TESTS 176
THE CHALLENGE OF ASSESSING HIGHER-ORDER THINKING 179
SUMMARY 181
7 DEVELOPING SUBJECTIVE TESTS 185
CONSTRUCTED -RESPONSE TESTS 185
SHORT-ANSWER QUESTIONS 190
ESSAY QUESTIONS 192
EVALUATING ESSAYS 198
SUMMARY 207
8 SELECTING STANDARDIZED TESTS 209
OBJECTIVES 210
PRINCIPLES FOR SELECTING STANDARDIZED TESTS 211
IMAGE 3
CONTENTS * VII
SOUREES TO GUIDE SELEETION OF STANDARDIZED TESTS
BUROS MENTAL MEASUREMENTS YEARBOOK AND TESTS IN PRINT THE ETS TEST
COLLEETION ERIC STANDARDS FOR EDUEATIONAL AND PSYEHOLOGIEAL TESTING
STANDARDIZED TESTS AND CLASSROOM ASSESSMENTS SUMMARY
9 TECHNOLOGY IN ASSESSMENT T EEHNOLOGIEAL FORMATS FOR INSTRUETION:
EMERGENEE OF FORMATIVE ASSESSMENT T EEHNOLOGY AND ASSESSMENT
SOME AVAILABLE T ESTING SOFTWARE MEASUREMENT AND REPORTS OF PROBLEM
SOLVING EXPANSION OF COMPUTER-BASED ASSESSMENT TEEHNOLOGY OBSERVATIONS
SUMMARY APPENDIX: RESOUREE LIST OF WEBSITES PERTAINING TO ASSESSMENT
10 IMPROVING TESTS THE CONTEXT OF TEST IMPROVEMENT ITEM IMPROVEMENT T
ESTING FOR MASTERY
KEEP AN ITEM BANK OR ITEM POOL: PUTTING IT ALL TOGETHER SOME GENERAL
GUIDELINES FOR IMPROVING TEST ITEMS SUMMARY
11 DOMAIN-SPECIFIC ASSESSMENT AND LEARNING PERSPEETIVES ON
SUBJEET-MATTER INSTRUETION AND ASSESSMENT CONSTRUETIVISM IN ASSESSMENT
ASSESSMENT AT INSTRUETIONAL PHASES
CONSTRUETING AND USING QUESTIONNAIRES TO MEASURE DISPOSITIONS,
METAEOGNITIONS, AND AFFEET SUMMARY HELPFUL READINGS
12 GRADING ON THE NATURE OF LEARNING IN PUBLIE SEHOOLS T EEHNOLOGY
APPLIED TO GRADING REPORTING GRADES: THE REPORT CARD
BEYOND GRADES SUMMARY
13 SUPPLEMENTARY ASSESSMENTS OF INDIVIDUAL DIFFERENCES A CLASSROOM MODEL
UNDERLYING ASSESSMENT USING MEASURES OF INDIVIDUAL DIFFERENEES
CATEGORIES OF INDIVIDUAL DIFFERENEES
218 218 225 225
226 230 233
237
237 243 249 253
256 262 264 266
273 273 277 289
295 297 300
305 306 313 324
338 342 344
347 347 357 361
365 367
371 371 376 377
IMAGE 4
VIII. CONTENTS
CULTURE AS A SOUREE OF INDIVIDUAL DIFFERENEES 378
MEASURING BY USE OF SELF-REPORTS: ASSESSMENT OF AFFECT AND LEARNER
MOTIVATIONS 378
GRAPHIE ORGANIZERS OF COURSE CONTENT ACHIEVEMENT 388
ASSESSMENT BASED ON MULTIPLE INTELLIGENCES 391
SELF-REPORTS OF PREFERENCES: ASSESSMENT OF LEARNING STYLES 398
RESPONSE TO INTERVENTION (RTI): A SYSTEM FOR INSTRUCTION-BASED
ASSESSMENT 399
DYNAMIC ASSESSMENT: MEASURING CHANGE AND POTENTIAL FOR LEARNING 404
INTEGRATING ASSESSMENTS: THE CASE STUDY 409
SUMMARY 414
14 HIGH-STAKES TESTING: POLICY AND ACCOUNTABILITY AN OVERVIEW POLIEY
AND ACCOUNTABILITY ASSESSMENT FOR EDUCATIONAL POLIEY AND ACEOUNTABILITY:
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS ASSESSMENT IN POLICY FOR
ACCOUNTABILITY: THE NO CHILD LEFT BEHIND (NCLB) LEGISLATION SUMMARY
1S ASSESSMENT AND BEST PRACTICES PURPOSES SERVED BY BEST PRACTICES
STUDIES T EAEHER PREPARATION FOR ASSESSMENT PRACTICES BENEHMARKING AS A
COMPONENT OF BEST PRACTIEE STUDIES
BEST PRAETICES RESEARCH BEST PRACTICES FOR EDUCATIONAL IMPROVEMENT USING
BEST PRACTICES IN TEACHER EDUCATION
SUMMARY
16 TEST BIAS, FAIRNESS, AND TESTING ACCOMMODATIONS OBTAINED SCORES, TRUE
SCORES, AND ERROR STUDENT CHARACTERISTICS AND NORMATIVE COMPARISONS BIAS
IN THE CONSTRUCTION OF ASSESSMENTS
BIAS THROUGH QUESTION FORMATS BIAS IN THE ADMINISTRATION OF ASSESSMENTS
FAIRNESS T ESTING ACCOMMODATIONS
SUMMARY
INDEX
ABOUT THE AUTHORS
419 420 422
427
433 452
457 458 459 461
463 468 475 479
483 484 486 488
490 494 499 502
516
523
543
|
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| isbn | 9781442208360 9781442208377 |
| language | English |
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| spelling | Shermis, Mark D. 1953- Verfasser (DE-588)1033140449 aut Classroom assessment in action Mark D. Shermis and Francis J. Di Vesta Lanham, Md. [u.a.] Rowman & Littlefield 2011 XIII, 544 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational tests and measurements Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 s USA (DE-588)4078704-7 g DE-604 Di Vesta, Francis J. Verfasser aut Erscheint auch als Online-Ausgabe 978-1-4422-0838-4 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024154204&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Shermis, Mark D. 1953- Di Vesta, Francis J. Classroom assessment in action Educational tests and measurements Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4077202-0 (DE-588)4078704-7 |
| title | Classroom assessment in action |
| title_auth | Classroom assessment in action |
| title_exact_search | Classroom assessment in action |
| title_full | Classroom assessment in action Mark D. Shermis and Francis J. Di Vesta |
| title_fullStr | Classroom assessment in action Mark D. Shermis and Francis J. Di Vesta |
| title_full_unstemmed | Classroom assessment in action Mark D. Shermis and Francis J. Di Vesta |
| title_short | Classroom assessment in action |
| title_sort | classroom assessment in action |
| topic | Educational tests and measurements Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Educational tests and measurements Schulleistungsmessung USA |
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