Classroom assessment for teachers:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
McGraw-Hill
2012
|
| Schlagworte: | |
| Online-Zugang: | Publisher description Table of contents only Contributor biographical information Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXI, 410, [16] S. Ill. |
| ISBN: | 9780073378701 0073378704 |
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| 100 | 1 | |a Witte, Raymond H. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Classroom assessment for teachers |c Raymond H. Witte |
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Teacher effectiveness |z United States | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
TABLE OF CONTENTS
PRIFACE XIX
CHAPTER 1
TEACHING, LEARNING, AND ASSESSMENT 1 INTRODUCTION 2
THE INSTRUCTIONAL IMPORTANCE OF C1ASSROOM ASSESSMENT 2 ASSESSMENT AS
PART OF THE INSTRUCTIONAL PROCESS 3
ASSESSMENT: SERVING AN EDUCATIONAL PURPOSE 4 ASSESSMENT REALITY 4
INTRODUCTORY STATEMENT OFPURPOSE FROM NO CHILD LEFT BEHIND ACT 5
CHAPTER ACTIVITY 6
C1ASSROOM ASSESSMENT IN THE LIVES OFSTUDENTS 6
ASSESSMENT DEFINED 7
THE INSTRUCTION, LEARNING, AND ASSESSMENT MODEL 8 WHERE ARE MY STUDENTS?
9 WHERE DO MY STUDENTS NEED TO BE? 10 HOW DO MY STUDENTS GET THERE? 11
INSTRUCTION-LEARNING-ASSESSMENT ALIGNMENT 12
ASSESSMENT IN ACTION: THE IMPACT OFLNSTRUCTION-LEARNING-ASSESSMENT
ALIGNMENT 13
PROFESSIONAL AND ETHICAL ASSESSMENT PRACTICES 14 DEFINITION OFETHICS 15
ETHICS IN THE CLASSROOM 15
NATIONAL EDUCATION ASSOCIATION CODE OFETHICS 16
FOCUS ON ASSESSMENT: ETHICS IN ASSESSMENT 19
CHAPTER REFLECTION 20
CHAPTER REVIEW 20 CONCLUSION 20 RESPONSE TO KEY FOCUS QUESTION 21
V
IMAGE 2
VI CONTENTS
ASSESSMENT CHECK 21
RESOURCES 22
REFERENCES 23
CHAPTER2 ELEMENTS OF THE INSTRUCTION-LEARNING-ASSESSMENT MODEL 25
INTRODUCTION 26 CHAPTER ACTIVITY 26
CLASSROOM TEACHING AND ASSESSMENT 27 IDENTIFYING LEARNING TARGETS 27
PRE-ASSESSMENT 30
FOCUS ON ASSESSMENT: USE OFCONSENSUS-GRAMS 31
ASSESSMENT IN ACTION: EFFECTIVE USE OFPRE-ASSESSMENT 32 PREVIEW OF
INSTRUCTIONAL MATERIAL 33 INSTRUCTIONAL APPROACH AND TECHNIQUES 34
FORMATIVE ASSESSMENT 35 LEARNING FEEDBACK 37
SELF-ASSESSMENT 38
FOCUS ON ASSESSMENT: THE TEACHER AS A SELFASSESSMENT MODEL 39 SUMMATIVE
ASSESSMENT 40
CHAPTER REFLECTION 42
CHAPTER REVIEW 43 CONCLUSION 43 RESPONSE TO KEY FOCUS QUESTION 44
ASSESSMENT CHECK 45
RESOURCES 45
REFERENCES 45
CHAPTER3 ACADEMIC STANDARDS AND EVIDENCE OF STUDENT LEARNING 48
INTRODUCTION 49
WHAT DO YOUR STUDENTS NEED TO KNOW? 49
IMAGE 3
79
80
CONTENTS
CHAPTER ACTIVITY 49
KNOW WHAT YOUR STUDENTS NEED TO KNOW 54
LEARNING TARGETS, OBJECTIVES, AND GOALS 54
OHIO SEIENCE ACADEMIC CONTENT STANDARDS (APPROVED IN 2002) 55
HIERARCHICAL ARRANGEMENT OF INSTRUCTIONAL PLANNING 57
DEMONSTRATION OF LEARNING: BLOOM S TAXONOMY 58
STRUCTURE OFTHE KNOWLEDGE DIMENSION OFTHE REVISED TAXONOMY 61
STRUCTURE OFTHE COGNITIVE PROCESS DIMENSION OFTHE REVISED TAXONOMY 62
PLANNING YOUR LESSONS: GUIDING QUESTIONS 64
EVIDENCE OFSTUDENT LEARNING 65 GATHERING USEFUL EVIDENCE 67
INFORMALOBSERVATION 67 FORMALOBSERVATION 69 GROUP OBSERVATION 69
FOCUS ON ASSESSMENT: THE UTILITY OFOBSERVATIONALLNFORMATION 70
TYPES OF OBSERVATIONS IN THE C1ASSROOM 71 NARRATIVE 72 INTERVAL AND
EVENT RECORDING 73 CHECKLISTS AND RATINGS 74
QUESTIONING 76
ASSESSMENT IN ACTION: QUESTIONS AS ASSESSMENT DEVICES 78 INTERVIEWING 79
STUDENT PRODUCTS
CHAPTER REFLECTION
CHAPTER REVIEW 81 CONCLUSION 81 RESPONSE TO KEY FOCUS QUESTION 81
ASSESSMENT CHECK 81
RESOURCES 82
REFERENCES 82
VII
IMAGE 4
VIII
CONTENTS
CHAPTER4
VALIDITY, RELIABILITY, AND AVOIDING ASSESSMENT BIAS 84
INTRODUCTION 85 VALIDITY: DOES IT MEASURE WHAT IT 15 SUPPOSED TO? 85
CHAPTER ACTIVITY 85 CONTENT-RELATED, CRITERION-RELATED, AND
CONSTRUCT-RELATED EVIDENCE OF VALIDITY 87
ASSESSMENT IN ACTION: CONSTRUCT VALIDITYIN THE CLASSROOM 90 VALIDITY FOR
TEACHERS 92 RELIABILITY FOR TEACHERS 92
RESPONSE REQUIREMENTS AND SCORINGGUIDELINESFOR AN ESSAYQUESTION 93
RELIABILITY: THE SAME EVERY TIME 94 STABILITY/TEST-RETEST, ALTERNATE
FORM/PARALLEL FORMS, AND INTERNAL CONSISTENCY/SPLIT HALVES OR ODD-EVEN
96
FOCUSON ASSESSMENT: SPEED AND POWER TEST ISSUES 101 INTER-RATER
RELIABILITY 101
AVOIDING BIAS 105
POTENTIAL TEST ITEM BIAS INFLUENCES EXAMINED BY THE WEST
VIRGINIADEPARTMENT OF EDUCATION ASSESSMENT OFFICE 107
CHAPTER REFLECTION 109
CHAPTER REVIEW 110 CONCLUSION 110 RESPONSE TO KEY FOCUS QUESTION 110
ASSESSMENT CHECK 111
RESOURCES 111
REFERENCES 111
CHAPTER 5 FORMATIVE ASSESSMENT: GUIDING STUDENT LEARNING 113
INTRODUCTION 114
FORMATIVE ASSESSMENT DEFINED 114
CHAPTER ACTIVITY 115
IMAGE 5
CONTENTS
FOCUS ON ASSESSMENT: THE OECISION 116
FORMATIVE ASSESSMENT IN THE CLASSROOM 117 FORMATIVE ASSESSMENT: FEEDBACK
TO YOUR STUDENTS
FORMATIVE ASSESSMENT: REVIEWING STUDENT PROGRESS 119 119
IX
ASSESSMENT IN ACTION: FORMATIVE ASSESSMENT ON THE TENNIS COURT 120
SELECTING ASSESSMENT TOOLS 122 ASSESSMENT METHODS AND SKILL TARGETS 122
FORMATIVE ASSESSMENT: MAXIMIZING THE EFFECT 123 USING FORMATIVE
ASSESSMENT IN THE CLASSROOM 126 USE OFFORMATIVE ASSESSMENT IN A
CLASSROOM LESSON 127
FOCUS ON ASSESSMENT: ASSESSMENT AND EVIDENCE LINKAGE 128
FORMATIVE ASSESSMENT AND THE TEACHER 131
CHAPTER REFLECTION 132
CHAPTER REVIEW 133 CONCLUSION 133 RESPONSE TO KEY FOCUS QUESTION 133
ASSESSMENT CHECK 134
RESOURCES 134
REFERENCES 134
CHAPTER6
PERFORMANCE ASSESSMENT 136 INTRODUCTION 137 WHAT IS PERFORMANCE
ASSESSMENT? 137
FEATURES OFA PERFORMANCE EVENT 138
THE FOCUS OF PERFORMANCE ASSESSMENTS 139
CHAPTER ACTIVITY 142 FOCUS ON STUDENT PRODUCTION 142
ASSESSMENT IN ACTION: PERFORMANCE ASSESSMENT AND A ORIVER S LICENSE 143
DIFFERENT NEEDS, DIFFERENT MEASURES 144 CLASSROOM PORTFOLIOS 145
PROJECT-BASED LEARNING 148
FOCUS ON ASSESSMENT: PERFORMANCE ACTIVITY WITHIN A HEA/TH PORTFO/IO 149
RUBRICS 151 BUILDING AN EFFECTIVE RUBRIC 153 LET S BAKE, I MEAN MAKE, A
RUBRIC 155
IMAGE 6
X CONTENTS
CHECKLISTS 159
MAKE SURE YOUR STUDENTS KNOW THE PERFORMANCE EVENT WEIL 161
CHAPTER REFLECTION 161
CHAPTER REVIEW 162 CONCLUSION 162 RESPONSE TO KEY FOEUS QUESTION 162
ASSESSMENT CHECK 163
RESOURCES 163
REFERENCES 164
CHAPTER7
SELF-ASSESSMENT AND PROGRESS MONITORING 166 INTRODUCTION 167 CHAPTER
ACTIVITY 168
SELF-ASSESSMENT: CONNECTION WITH THE TEACHING AND LEARNING
PROCESS 169 ELEMENTS OF THE SELF-ASSESSMENT PROEESS 170
SELF-ASSESSMENT TECHNIQUES 171
SELFASSESSMENT REVIEW OF A WRITING PORTFOLIO 176 STEPS IN THE PROEESS
178 A PROGRESS REVIEW SERIPT 179
THE STUDENT AS PROGRESS MANAGER 180
ASSESSMENT IN ACTION: SELFASSESSMENT AND STUDENT FEEDBACK 181
FOCUS ON ASSESSMENT: SELFASSESSMENT IN A THIRD-GRADE CLASSROOM 183
SELF-ASSESSMENT BEGINS WITH THE TEACHER 186
SELFASSESSMENT QUESTIONS FOR TEACHERS 186
CHAPTER REFLECTION 187
CHAPTER REVIEW 187 CONCLUSION 187 RESPONSE TO KEY FOEUS QUESTION 188
ASSESSMENT CHECK 188
RESOURCES 188
REFERENCES 189
IMAGE 7
CONTENTS
CHAPTER8
SUMMATIVE ASSESSMENT: CONFIRMING STUDENT ACHIEVEMENT 191 INTRODUCTION
192 CHAPTER ACTIVITY 192
SUMMATIVE ASSESSMENT CONSTRUCTION 193
FOCUS ON ASSESSMENT: THE UNPOPULAR TRUTH 194 ASSESSMENT CONSTRUCTION
PROCEDURES 195 GENERAL TEST CONSTRUCTION RULES 197
ASSESSMENT IN ACTION: VERBAL EXAMINATIONS AND CONFIRRNATION OFLEARNING
199
SELECTED AND CONSTRUCTED RESPONSE ITEMS 200 SELECTED RESPONSE: MULTIPLE
CHOICE 201 MULTIPLE-CHOICE TEST ITEMS: DOS AND DON TS 202 SELECTED
RESPONSE: TRUE-FALSE 203 TRUE-FALSE TEST ITEMS: DOS AND DON TS 204
SELECTED RESPONSE: MATCHING 204 MATCHING TEST ITEMS: DOS AND DON TS 205
CONSTRUCTED RESPONSE: FILL-IN-BLANK AND LISTING QUESTIONS 206
CONSTRUCTED RESPONSE: SHORT ANSWER 207 SHORT ANSWER AND COMPLETION TEST
ITEMS: DOS AND DON TS 208 CONSTRUCTED RESPONSE: ESSAY 208 ESSAY TEST
ITEMS: DOS AND DON TS 210
TABLE OF SPECIFICATIONS AND YOUR TEST 211
CONSTRUCTED RESPONSES BEYOND THE TRADITIONAL TEST 213 WRITTEN
CONSTRUCTION PERFORMANCES 213 VISUAL CONSTRUCTION PERFORMANCES 214
VERBAL CONSTRUCTION PERFORMANCES 215 FINE/GROSS MOTOR CONSTRUCTION
PERFORMANCES 216 REVIEWING PERFORMANCES WITH STUDENTS 216
CHAPTER REFLECTION 217
CHAPTER REVIEW 218 CONCLUSION 218 RESPONSE TO KEY FOCUS QUESTION 218
ASSESSMENT CHECK 218
RESOURCES 219
REFERENCES 219
XI
IMAGE 8
XII CONTENTS
CHAPTER9
GRADING AND STUDENT EVALUATION 221 INTRODUCTION 222 CHAPTER ACTIVITY 222
GRADING: A PROFESSIONAL CHALLENGE 223 GRADING: PURPOSE IS EVERYTHING 224
GRADING: APART OF THE EDUCATIONAL SYSTEM 224
ASSESSMENT IN ACTION: GRADINGIS MORE THAN THE NUMBERS 226
GRADING: THREE CENTRALLSSUES FORTEACHERS 227 EVALUATING STUDENT WORK 227
THE COMPOSITION OF GRADES 232 PRODUCT, PROCESS, AND PROGRESS 234
GUIDING PRINCIPLES 235
FOCUSON ASSESSMENT: ELECTRONICGRADE BOOKS 237
PROFESSIONAL CONSENSUS 239
COMPARISON TYPES 240 NORM-REFERENCED GRADING 240 CRITERION-REFERENCED
GRADING 241 APTITUDE COMPARISON OR SELF-REFERENCED GRADING 242
GRADING STUDENTS WITH SPECIAL NEEDS 243 THE LEARNING RACE 244 UNIFORM
GRADING STANDARD FOR ALL STUDENTS 245 GRADING BASED ON EFFORT 246
GRADING BASED ON PROGRESS 247 GRADING ADAPTATIONS 247
GRADING PRACTICES AND REALITIES 248
CHAPTER REFLECTION 250
CHAPTER REVIEW 250 CONCLUSION 250 RESPONSE TO KEY FOCUS QUESTION 250
ASSESSMENT CHECK 251
RESOURCES 251
REFERENCES 251
IMAGE 9
CON~NU IJ
CHAPTER10
STATISTICS IN THE CLASSROOM 254 INTRODUCTION 255 WHY DO I NEED TO USE
STATISTICS? 255
CHAPTER ACTIVITY 255
START WITH DATA 256 DISTRIBUTIONS 257
FOCUS ON ASSESSMENT: BENEFITING FROM STUDENT EVIDENCE 258 CENTRAL
TENDENCY: MEAN, MEDIAN, AND MODE 261 VARIABILITY OR DISPERSION FROM THE
MEAN 263 NORMAL DISTRIBUTION 264
STANDARD SCORES 265 EXAMINING STUDENT PERFORMANCE: CORRELATION
COEFFICIENTS 268 STANDARD ERROR OF MEASUREMENT 270
LOOKING WITHIN A TESTING PERFORMANCE 271
DETERMINING THE DIFFICULTY LEVEL OFTEST ITEMS 272
ITEM DISCRIMINATION 274
ASSESSMENT IN ACTION: USING STATISTICS IN REVIEWING STUDENT PERFORMANCES
275 STUDENT RESPONSES TO TEST ITEMS 276
CHAPTER REFLECTION 276
CHAPTER REVIEW 276 CONCLUSION 276 RESPONSE TO KEY FOCUS QUESTION 276
ASSESSMENT CHECK 277
RESOURCES 278 ANSWERS TO ASSESSMENT IN ACTION ACTIVITY 278
REFERENCES 279
CHAPTER 11
STANDARDIZED TESTS AND HIGH-STAKES TESTING 280 INTRODUCTION 281 THE NO
CHILD LEFT BEHIND ACT 281
ASSESSMENT IN ACTION: CONFESSION OF A VETERAN TEACHER 282
IMAGE 10
CONTENTS XV
ORTHOPEDIC IMPAIRMENT 318 OTHER HEALTH IMPAIRMENT 318 SPECIFIC LEARNING
DISABILITY 319 SPEECH OR LANGUAGE IMPAIRMENT 320
TRAUMATIC BRAIN INJURY 321 VISUALLMPAIRMENT 321 GIFTED AND TALENTED
STUDENTS 322 SECTION 504 322
ASSESSMENT IN ACTION: HELPING BOB IN THE CLASSROOM 323
ASSESSMENT MODIFICATIONS 324
FOCUS ON ASSESSMENT: SPECIAL NEEDS IN THE CLASSROOM 325 ]USTIFIED REASON
FAR CHANGING THE ASSESSMENT PROCESS 326 OUTCOME MEASUREMENT 327
ASSESSMENT CHANGE IN PRESENTATION 328
ASSESSMENT CHANGES IN TIME AND SETTING 328 ASSESSMENT CHANGE IN STUDENT
RESPONSE 329 APPROPRIATE AND FAIR ACCOMMODATIONS 330 AN ASSESSMENT
ACCOMMODATION APPROACH 331
CHAPTER REFLECTION 332
CHAPTER REVIEW 332 CONCLUSION 332 RESPONSE TO KEY FOCUS QUESTION 332
ASSESSMENT CHECK 333
RESOURCES 333
REFERENCES 337
CHAPTER13
CLASSROOM ASSESSMENT AND RESPONSE TO INTERVENTION (RTI) 339 INTRODUCTION
340 CHAPTER ACTIVITY 341
HOW RESPONSE TO INTERVENTION WORKS IN THE C1ASSROOM 342 TIER 1 344
TIER 2 346
TIER 3 347
ASSESSMENT IN ACTION: RTF IN THE CLASSROOM 347
IMAGE 11
349
351
XVI
RESEARCH-SUPPORTED PRACTICES CURRICULUM-BASED MEASUREMENT POSITIVE
BEHAVIOR SUPPORT 351
FOCUS ON ASSESSMENT: CBM USAGE IN THE CLASSROOM 352
TEACHER AS ACTIVE PROBLEM SOLVER AND RESEARCHER 353
ACTION RESEARCH STEPS FOR A TEACHER TO FOLLOW IN THE CLASSROOM 354 WHEN
CLASSROOM INTERVENTION ISN T ENOUGH 356
CHAPTER REFLECTION 358
CHAPTER REVIEW 358 CONCLUSION 358 RESPONSE TO KEY FOCUS QUESTION 358
ASSESSMENT CHECK 359
RESOURCES 359
REFERENCES 360
CHAPTER14 AFFECTIVE ASSESSMENT 364 INTRODUCTION 365 KNOW THE LIMITS AND
BOUNDARIES OF AFFECTIVE ASSESSMENT 365
CAUTIONS WITH AFFECTIVE ASSESSMENT 366
SELECTION OF AFFECTIVE ASSESSMENT AREAS 367 STUDENT ATTITUDES 367
STUDENT INTERESTS 369 PERSONAL BELIEFS AND VALUES 370
PERSONAL PERCEPTIONS AND VIEWPOINTS 371
CHAPTER ACTIVITY 371
ASSESSMENT IN ACTION: AFFECTIVE ASSESSMENT IN THE CLASSROOM 372
GENERATING AFFECTIVE ASSESSMENTS 372
CONSTRUCTING A LIKERT SELF-REPORT MEASURE 374
CONSTRUCTION STEPS FOR A LIKERT SELF-REPORT MEASURE 374 TOPIC OR DOMAIN
SELECTION 375 CONSTRUCTION OF THE ITEMS 375 EXTERNAL REVIEW 376
FIELD TESTING 376 ADMINISTERING THE INVENTORY 377 SCORING AND ANALYZING
RESPONSES 377
CONTENTS
IMAGE 12
CONTENTS
USING THE DATA AND EDUCATIONAL IMPLICATIONS 378 FUTURE MODIFICATIONS 378
FOCUS ON ASSESSMENT: ASSESSMENT OFTHE WHOLE CHILD 379
CONSTRUCTING AN AFFECTIVE ASSESSMENT MEASURE 379 INVESTIGATION AREA 380
SELEETION OF STATEMENTS 380 EXTERNAL REVIEW 381
PILOT/FIELD TEST 381 ADMINISTRATION AND ANALYSIS OF FINDINGS 382
EDUCATIONAL IMPLICATIONS 384 MEASURE REVISION 385
CHAPTER REFLECTION 386
CHAPTER REVIEW 386 CONCLUSION 386 RESPONSE TO KEY FOCUS QUESTION 387
ASSESSMENT CHECK 387
RESOURCES 387
REFERENCES 388
CHAPTER15
GETTING STARTED ON THE ASSESSMENT PATH 389 INTRODUCTION 390 CHAPTER
ACTIVITY 390
YOUR OWN C1ASSROOM ASSESSMENT SYSTEM 391
FOCUS ON ASSESSMENT: TAKE A LOOK AROUND YOU 391
C1ASSROOM ASSESSMENT FRAMEWORK EXERCISE PART 1 395 DETERMINING WHAT YOUR
ASSESSMENT SYSTEM WILL DO 395
C1ASSROOM ASSESSMENT FRAMEWORK EXERCISE PART 2 396 DETERMINING WHAT
ASSESSMENT MEASURES WILL BE USED IN YOUR CLASSROOM 396
CLASSROOM ASSESSMENT FRAMEWORK EXERCISE PART 3 399 ALIGNING YOUR
CLASSROOM ASSESSMENTS WITH INSTRUCTIONAL LEARNING IMPACT 399
C1ASSROOM ASSESSMENT FRAMEWORK EXERCISE PART 4 400 COLLECTING CONFIRMING
EVIDENCE OF STUDENT LEARNING 400
CLASSROOM ASSESSMENT FRAMEWORK EXERCISE PART 5 401 MAKING INFORMED AND
EFFECTIVE DECISIONS 401
XVII
IMAGE 13
XVIII
CONTENTS
ASSESSMENT IN ACTION: THE ASSESSMENT CHALLENGES OFMRS. GREEN 402
SELF-ASSESSMENT OFYOUR ASSESSMENT FOUNDATION 403
CHAPTER REFLECTION 404
CHAPTER REVIEW 404 CONCLUSION 404 RESPONSE TO KEY FOCUS QUESTION 405
ASSESSMENT CHECK 405
RESOURCES 406
REFERENCES 406
APPENDIX 1-A: TEACHERSTANDARDS IN STUDENT ASSESSMENT DEVELOPEDBY THE
AMERICAN FEDERATIONOF TEACHERS,NATIONAL COUNCIL ON MEASUREMENTIN
EDUCATION, AND THE NATIONAL EDUCATIONASSOCIATION, 1990 407
GLOSSARY G-1
INDEX 1-1
|
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| author | Witte, Raymond H. |
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| author_sort | Witte, Raymond H. |
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| bvnumber | BV039614187 |
| callnumber-first | L - Education |
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| callnumber-sort | LB 43051 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1702 |
| ctrlnum | (OCoLC)756374263 (DE-599)BVBBV039614187 |
| dewey-full | 371.1020973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.1020973 |
| dewey-search | 371.1020973 |
| dewey-sort | 3371.1020973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV039614187 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:07:27Z |
| institution | BVB |
| isbn | 9780073378701 0073378704 |
| language | English |
| lccn | 2010053786 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024464753 |
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| owner_facet | DE-29 |
| physical | XXI, 410, [16] S. Ill. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | McGraw-Hill |
| record_format | marc |
| spelling | Witte, Raymond H. Verfasser aut Classroom assessment for teachers Raymond H. Witte New York McGraw-Hill 2012 XXI, 410, [16] S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational accountability United States Teacher effectiveness United States Academic achievement United States Evaluation (DE-588)4071034-8 gnd rswk-swf Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Lehrer (DE-588)4035088-5 s Unterrichtserfolg (DE-588)4187076-1 s Evaluation (DE-588)4071034-8 s DE-604 http://www.loc.gov/catdir/enhancements/fy1108/2010053786-d.html Publisher description http://www.loc.gov/catdir/enhancements/fy1108/2010053786-t.html Table of contents only http://www.loc.gov/catdir/enhancements/fy1110/2010053786-b.html Contributor biographical information V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024464753&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Witte, Raymond H. Classroom assessment for teachers Educational accountability United States Teacher effectiveness United States Academic achievement United States Evaluation (DE-588)4071034-8 gnd Unterrichtserfolg (DE-588)4187076-1 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4071034-8 (DE-588)4187076-1 (DE-588)4035088-5 (DE-588)4078704-7 |
| title | Classroom assessment for teachers |
| title_auth | Classroom assessment for teachers |
| title_exact_search | Classroom assessment for teachers |
| title_full | Classroom assessment for teachers Raymond H. Witte |
| title_fullStr | Classroom assessment for teachers Raymond H. Witte |
| title_full_unstemmed | Classroom assessment for teachers Raymond H. Witte |
| title_short | Classroom assessment for teachers |
| title_sort | classroom assessment for teachers |
| topic | Educational accountability United States Teacher effectiveness United States Academic achievement United States Evaluation (DE-588)4071034-8 gnd Unterrichtserfolg (DE-588)4187076-1 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | Educational accountability United States Teacher effectiveness United States Academic achievement United States Evaluation Unterrichtserfolg Lehrer USA |
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