SAGE handbook of research on classroom assessment:
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| Other Authors: | |
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| Format: | Book |
| Language: | English |
| Published: |
Los Angeles [u.a.]
SAGE
2013
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XXVII, 544 S. graph. Darst. |
| ISBN: | 9781412995870 |
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| 245 | 1 | 0 | |a SAGE handbook of research on classroom assessment |c ed. by James H. McMillan |
| 246 | 1 | 3 | |a Research on classroom assessment |
| 264 | 1 | |a Los Angeles [u.a.] |b SAGE |c 2013 | |
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| adam_text | IMAGE 1
DETAILED CONTENTS
FOREWORD PREFACE
ACKNOWLEDGMENTS
XIX
XXIII
XXVII
3
1
SECTION 1. IMPORTANT CONTEXTS FOR RESEARCH ON CLASSROOM ASSESSMENT
CHAPTER 1. WHY WE NEED RESEARCH ON CLASSROOM ASSESSMENT ACHANGING
CONTEXT FOR RESEARCH ON CLASSROOM ASSESSMENT 4 ADVANCES IN MEASUREMENT 4
ADVANCES IN LEARNING AND MOTIVATION 7
HIGH-STAKES, LARGE-SCALE TESTING 8 FORMATIVE ASSESSMENT 9
STANDARDS-BASED REFORM 10 ADVANCES IN TECHNOLOGY 10
THE ACCUMULATION OF KNOWLEDGE ABOUT CLASSROOM ASSESSMENT 10 RESEARCH ON
FORMATIVE ASSESSMENT 11 RESEARCH ON STUDENT SELF-ASSESSMENT 12
NEW DIRECTIONS FOR CLASSROOM ASSESSMENT RESEARCH 12 CONCLUSION 14
REFERENCES 14
CHAPTER 2. CLASSROOM ASSESSMENT IN THE CONTEXT OF LEARNING THEORY AND
RESEARCH 17
CLASSROOM ASSESSMENT AND LEARNING PROGRESSIONS 17 ENTER LEARNING
PROGRESSIONS 18 FUTURE RESEARCH ON LEARNING PROGRESSIONS 20
SELF-REGULATED LEARNING AND CLASSROOM ASSESSMENT 21
CLASSROOM ASSESSMENT AND GOAL SETTING 22 SUCCESS CRITERIA 23 CLASSROOM
ASSESSMENT AND MONITORING OF PROGRESS TOWARD GOALS 24 CLASSROOM
ASSESSMENT AND INTERPRETATIONS OF FEEDBACK DERIVED
FROM MONITORING 28 CLASSROOM ASSESSMENT AND THE ADJUSTMENT OF
GOAL-DIRECTED ACTION 29 FEEDBACK AND THE BRAIN 29 RECOMMENDATIONS FOR
FUTURE RESEARCH 30
REFERENCES 31
CHAPTER 3. CLASSROOM ASSESSMENT IN THE CONTEXT OF MOTIVATION THEORY AND
RESEARCH
CLASSIC REVIEWS OF MOTIVATION THEORY AND CLASSROOM ASSESSMENT 35 WEINER
AND ATTRIBUTION THEORY 35
35
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LANDMARK REVIEWS OF THE EFFECTSOF EVALUATION ON STUDENTS 36
CURRENT TRENDS IN MOTIVATION RESEARCH AND CLASSROOM ASSESSMENT 39
SELF-REGULATIONOF LEARNING 40 ASSESSMENTAND THE PHASESOF
SELF-REGULATEDLEARNING 41 ASSESSMENTAND THE ROLE OFEVIDENCE IN
SELF-REGULATEDLEARNING:
MONITORING AND REACTION/REFLECTION 44 ASSESSMENTAND THE
MOTIVATION/AFFECT AREA OF SELF-REGULATEDLEARNING 46 ASSESSMENTAND THE
CONTEXT AREA OF SELF-REGULATEDLEARNING 48 CONCLUSION 50
CONCLUSIONONE: CLASSROOMEVIDENCECAN BE AT THE SAME TIME THE GOAL OF
MOTIVATED LEARNING,THE SUMMATIVE PURPOSE,AND A MEANS TO IT, THE
FORMATIVEPURPOSE 50 CONCLUSIONTWO:THE STUDENT, THE LEARNER,IS AT THE
CENTERBOTH OF
MOTIVATION FOR LEARNINGAND OF ASSESSMENTFOR LEARNING 50
CONCLUSIONTHREE:FUTURE STUDIES OF CLASSROOMASSESSMENTNEED TO CONSIDER
STUDENT MOTIVATION, ESPECIALLYSELF-REGULATIONOF LEARNING,AND FUTURE
STUDIES OFSELF-REGULATED LEARNINGNEED TO CONSIDERTHE EVIDENCE
STUDENTS USEFOR THEIR ]UDGMENTS,MUCH OFWHICH COMES FROM
CLASSROOMASSESSMENT 51 REFERENCES 51
CHAPTER 4. CLASSROOM ASSESSMENT IN THE CONTEXT OF HIGH-STAKES TESTING 55
OVERVIEW OF ASSESSMENT SOURCES OF INFORMATION 56 CLASSROOM ASSESSMENT 56
PURPOSESOF CLASSROOMASSESSMENT 56 DESIGNINGCLASSROOMASSESSMENT 57
ANALYZING STUDENT UNDERSTANDING 57 INTERIM ASSESSMENTS 58 PURPOSEOF
INTERIM ASSESSMENTS 58 DEVELOPMENT OF INTERIM ASSESSMENTS 58
ANALYZING STUDENT UNDERSTANDING 59 YEAR-END ASSESSMENT 59 PURPOSESFOR
YEAR-ENDASSESSMENT 60 DEVELOPMENT OFYEAR-ENDASSESSMENTS 60
ANALYZING STUDENT UNDERSTANDING 60 A BALANCED ASSESSMENT SYSTEM 61
RELATIONSHIPSAMONG ASSESSMENTSOURCES 61 STEPS TO
INVESTIGATELEARNINGDIFFERENCESBETWEEN CLASSROOM
AND LARGE-SCALEASSESSMENTS 61 ASSESSMENT PRACTICES THAT FACILITATE
STUDENT LEARNING 65 MULTIPLE-CHOICEITEMS 65 PERFORMANCETASKS 65
FEEDBACK 66 RUBRICS 66 FUTURE DIRECTIONS 66 IMPLICATIONS FOR CLASSROOM
ASSESSMENT 67
REFERENCES 68
CHAPTER 5. RESEARCH ON TEACHER COMPETENCY IN CLASSROOM ASSESSMENT 71
RESEARCH INVESTIGATING TEACHER PREPARATION AND COMPETENCY IN ASSESSMENT
72 TEACHERGRADINGPRACTICES 73 TEACHERASSESSMENTCOMPETENCYAND
STANDARDIZED TESTING 73
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ASSESSMENT COURSEWORK AND TEACHER PREPARATION 74
TEACHER BELIEFS ABOUT ASSESSMENT KNOWLEDGE AND SKILLS 76 ASSESSMENT
STANDARDS 77 ASSESSMENTLITERACYTOOLS 78 ALTERNATIVEASSESSMENTSAND
PURPOSE 78
STATE AND FEDERALASSESSMENTMANDATES 79 SUMMARY 81 REFERENCES 81
SECTION 2. TECHNICAL QUALITY OF CLASSROOM ASSESSMENTS 85
CHAPTER 6. VALIDITY IN CLASSROOM ASSESSMENT: PURPOSES, PROPERTIES, AND
PRINCIPLES 87 PERSPECTIVES ON VALIDATION OF INTERPRETATIONS OF
ASSESSMENTS 88 CURRENTPSYCHOMETRIETHEORY OF VALIDATION 88 NEW
MEASUREMENT THEORY 89 PURPOSES OF CLASSROOM ASSESSMENT 90
OTHER PROPERTIESOF CLASSROOMASSESSMENTS 91 THE MEASUREMENT PURPOSE:
TRADITIONAL AND INTERPRETIVE VALIDITY ARGUMENTS 93 CONTENT-BASEDEVIDENCE
93 INTERNAL STRUCTURALEVIDENCE 94
SUBSTANTIVEPROCESSEVIDENCE 95 EVIDENCEBASEDON RELATIONSTO OTHER
VARIABLES 96 INTERPRETIVEAPPROACHESTO VALIDATINGMEASUREMENT CLAIMS 96
CONSEQUENTIALEVIDENCE 97 REACTIVE MEASUREMENT: VALIDITY OF CLAIMS ABOUT
IMPACTS OF ASSESSMENTS 98
FIVE PRINCIPLES FOR VALID TEACHER INFERENCES BASED ON CLASSROOM
ASSESSMENTS 99 1.ASSESSMENTSHOULD BE ALIGNED WITH INSTRUCTION 99 2. BIAS
SHOULD BE MINIMAL AT ALL PHASESOF THEASSESSMENTPROCESS 100 3.
ASSESSMENTPROCESSES SHOULD ELICITRELEVANT SUBSTANTIVEPROCESSES 100
4. EFFECTSOF ASSESSMENT-BASEDINTERPRETATIONSSHOULD BE EVALUATED 100 5.
VALIDATIONSHOULD INCLUDE EVIDENCEFROM MULTIPLE STAKEHOLDERS 101 SYSTEMIC
VALIDITY: A VALIDATION PRINCIPLE FOR TEACHERS? 101 SUMMARY AND
RECOMMENDATIONS FUER RESEARCH 102
REFERENCES 103
CHAPTER 7. RELIABILITY IN CLASSROOM ASSESSMENT 107
TRADITIONAL CONCEPTIONS OF RELIABILITY APPLIED TO CLASSROOM ASSESSMENT
107 RELIABILITYOF SCORESFROM CLASSROOMASSESSMENTS 110 STRATEGIESFOR
REDUCINGMEASUREMENT ERRORIN CLASSROOMASSESSMENT 111 QUESTIONING THE
COMPATIBILITY OF TRADITIONAL RELIABILITY AND CLASSROOM ASSESSMENT 111
MORE CONGRUENTAPPLICATIONSOF PSYCHOMETRIEAPPROACHES TO
CLASSROOMASSESSMENT 112 THE INCOMMENSURABILITYOF
TRADITIONALRELIABILITYAND ASSESSMENTASLFORLEARNING 114 RECONCEPTUALIZING
AND RESEARCHING RELIABILITY IN CLASSROOM ASSESSMENT 115
KEY CONCEPTSGUIDING THE DEVELOPMENTOF RELIABILITY 115
CURRENTLYPROPOSEDDIRECTIONSFOR THE DEVELOPMENT OF RELIABILITY IN
CLASSROOMASSESSMENT 116 IMPLICATIONSFOR TEACHERS 117
FRUITFUL DIRECTIONSFOR RESEARCH 119 CONCLUSION 119 REFERENCES 120
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125
CHAPTER 8. FAIRNESS IN CLASSROOM ASSESSMENT
THE MULTIPLE MEANINGS OF FAIR 126 THE EVOLUTION OF FAIRNESS IN TESTING
127 OVERVIEW OF LITERATURE RELATING TO FAIRNESS IN CLASSROOM ASSESSMENT
128 CONEEPTUAL LITERATURE 129
EMPIRICAL LITERATURE 131 ASPECTS OF FAIRNESS IN CLASSROOM ASSESSMENT 133
WHAT S NOT CLEAR ABOUT TRANSPARENEY 134 DIFFERENEES IN STUDENTS
OPPORTUNITIES 134
EQUAL OR EQUITABLE FOR ALL 135 CRITIEAL REFLECTION ON THE GO 136
CLASSROOM ENVIRONMENT 137 CONCLUSION 138
REFERENCES 139
CHAPTER 9. MEASURING CLASSROOM ASSESSMENT PRACTICES 145
USING MEASURES OF CLASSROOM ASSESSMENT 145 MEASURING CLASSROOM
ASSESSMENT KNOWLEDGE AND PRACTICES 146 TEAEHER PEDAGOGIEAL CONTENT
KNOWLEDGE 146 CLASSROOM ASSESSMENT PRAETIEES 147 MEASUREMENT ISSUES AND
CLASSROOM ASSESSMENT PRACTICES 149
OBSERVATIONS 149 INTERVIEWS 150 SELF-REPORTS 151 ARTIFAET-BASED MEASURES
151
TESTS 152 EXISTING MEASURES OF CLASSROOM ASSESSMENT PRACTICES 153
OBSERVATIONAL INSTRUMENTS 153 SELF-REPORTS 153
ARTIFAET-BASED INSTRUMENTS 154 DEVELOPING MEASURES OF CLASSROOM
ASSESSMENT PRACTICE 157 INSTRUMENT DEVELOPMENT 158 ADVANTAGES AND
DISADVANTAGES OFSELF-DEVELOPED VERSUS EXISTING INSTRUMENTS 159
FUTURE RESEARCH IN THE MEASUREMENT OF CLASSROOM ASSESSMENT PRACTICE 159
CONCLUSION 160 REFERENCES 160
SECTION 3. FORMATIVE ASSESSMENT 165
179
CHAPTER 10. FORMATIVE AND SUMMATIVE ASPECTS OF ASSESSMENT: THEORETICAL
AND RESEARCH FOUNDATIONS IN THE CONTEXT OF PEDAGOGY 167
ASSESSMENT IN A MODEL OF PEDAGOGY 167 THE FORMATIVE PURPOSE IN
ASSESSMENT 169 FORMATIVE AND SUMMATIVE: FROM DISCORD TO HARMONY 170
DEVELOPING TEACHERS SUMMATIVE ASSESSMENTS: THE SYSTEM PROBLEMS 171
EFFEETIVE USE OF SUMMATIVE ASSESSMENTS: THE CHALLENGES FOR TEAEHERS 172
DEVELOPING TEAEHERS SUMMATIVE ASSESSMENTS- THE FINE GRAIN OF PRACTIEE
174 CONCLUSION 176 REFERENCES 177
CHAPTER 11. GATHERING EVIDENCE OF STUDENT UNDERSTANDING
PURPOSE OF EVIDENCE IN FORMATIVE ASSESSMENT PRACTICE 180 SOURCES OF
EVIDENCE 182
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INTERACTIONS 182
OTHER SOURCES OF EVIDENCE 183 TECHNOLOGY 184 EVIDENCE QUALITY 184
VALIDITY 184
RELIABILITY 186 USING THE EVIDENCE 187 GATHERING EVIDENCE IN THE CONTEXT
OF LEARNING PROGRESSIONS 187 DEFINING LEARNING PROGRESSIONS 188
DEVELOPING AND VALIDATING LEARNING PROGRESSIONS 188 LEARNING
PROGRESSIONS AND EVIDENCE GATHERING 189 THE ROLE OF THE STUDENT IN
GATHERING EVIDENCE 190
CONCLUSION 191 REFERENCES 192
CHAPTER 12. FEEDBACK AND INSTRUCTIONAL CORRECTIVES 197
THE ORIGINS OF FEEDBACK 197 FEEDBACK IN ENGINEERING SYSTEM THEORY 197
FEEDBACK IN PSYCHOLOGY AND EDUCATION 198 REVIEWS OF RESEARCH ON FEEDBACK
IN EDUCATION 199
EARLY META-ANALYSES 199 THE NEED FOR BROADER THEORIES 201 FEEDBACK AND
CLASSROOM ASSESSMENT 204 EARLY REVIEWS 204
LATER REVIEWS 205 SUMMARY OF RESEARCH ON FEEDBACK 207 FEEDBACK
INTERVENTIONS, INSTRUCTIONAL CORRECTIVES, AND THE ROLE OF THE LEARNER
208
KNOWLEDGE ELICITATION 208 INSTRUCTIONAL CORRECTIVES 210 THE LEARNER S
ROLE 211 CONCLUSION 212 REFERENCES 212
CHAPTER 13. EXAMINING FORMATIVE FEEDBACK IN THE CLASSROOM CONTEXT: NEW
RESEARCH PERSPECTIVES 215
UNDERSTANDING WHAT WE KNOW ABOUT FEEDBACK 216 WHAT EXACTLY HAS POSITIVE
EFFECTS? DEFINING FEEDBACK 216 HOW MUCH SHOULD THE RESULTS BE TRUSTED?
VALIDITY OF THE FEEDBACK STUDIES 218 AN EXPANDED, RECONCEPTUALIZED
DEFINITION OF FEEDBACK:
FORMATIVE FEEDBACK 219 A FRAMEWORK FAR CHARACTERIZING FORMATIVE
ASSESSMENT EPISODES IN THE CLASSROOM 221 ASSESSMENT ACTIVITY CYDE 222
FORMALITY OF THE FORMATIVE ASSESSMENT EPISODE 223 SOCIAL PARTICIPATION
223 FORMATIVE FEEDBACK EPISODES 224 STUDYING FORMATIVE FEEDBACK IN THE
CLASSROOM CONTEXT 226 A SUGGESTED AGENDA FAR FUTURE FEEDBACK RESEARCH
227
DEFINING FEEDBACK 227 VARIABILITY IN FEEDBACK PRACTICES 228 FEEDBACK IN
CLASSROOMS 228
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USEOF FEEDBACK 288
REVIEW OF FEEDBACKRESEARCH 228 CONCLUSION 229 REFERENCES 230
SECTION 4. SUMMATIVE ASSESSMENT 233
CHAPTER 14. RESEARCH ON CLASSROOM SUMMATIVE ASSESSMENT 235
SETTING THE CONTEXT: THE RESEARCH ON SUMMATIVE CLASSROOM ASSESSMENTS 235
TEACHERS CLASSROOMASSESSMENTPRACTICES,SKILLS,AND PERCEPTIONS OF
COMPETENCE 236 A GAP BETWEEN PERCEPTIONAND COMPETENCE 236 TWO REVIEWS OF
SUMMATIVE ASSESSMENT BY THE EVIDENCE FOR POLICY
AND PRACTICE INFORMATION AND CO-ORDINATING CENTRE 237 IMPACTS OF
SUMMATIVE ASSESSMENTSAND TESTSON STUDENTS MOTIVATION FOR LEARNING 237
IMPACT OF SUMMATIVE ASSESSMENTSON STUDENTS, TEACHERS,
AND THE CURRICULUM 238 REVIEW OF RECENT RESEARCH ON CLASSROOM SUMMATIVE
ASSESSMENT PRACTICES 239 THEME ONE: STUDENTS PERCEPTIONSOF THE
CLASSROOMASSESSMENT ENVIRONMENT IMPACT STUDENT MOTIVATION TO LEARN 239
THEME TWO:TEACHERS SUMMATIVE ASSESSMENTPRACTICESAND SKILLS IMPACT
TEACHEREFFECTIVENESSAND STUDENT ACHIEVEMENT 244 THEME THREE:MANY
FACTORSIMPACT THE ACCURACYOF TEACHERS ]UDGMENTS OF STUDENT ACHIEVEMENT
249 DISCUSSION AND RECOMMENDED RESEARCH 251 REFERENCES 253
CHAPTER 15. GRADING 257
BASIC TERMS AND CONCEPTS 257 RESEARCH ON CONVENTIONAL GRADING PRACTICES
258 AN INAUSPICIOUSBEGINNING 258 PREVIOUSREVIEWS OF LITERATURE 259
REVIEW OF CURRENT LITERATUREON CONVENTIONALGRADINGPRACTICES 260 RESEARCH
ON GRADING IN SPECIAL EDUCATION 265 PERSONALIZEDGRADINGPLANS 266
INCLUSIVEGRADINGMODEL 267
RESEARCH ON CONTEMPORARY STANDARDS-BASED GRADING PRACTICES 267
EVALUATION OF PROFESSIONALDEVELOPMENT IN STANDARDS-BASEDGRADING 268 THE
QUALITY OF INFORMATION COMMUNICATED VIA STANDARDS-BASEDGRADES 268
CONCLUSION 269 CONCLUSION AND RECOMMENDATIONS FOR FUTURE RESEARCH 269
REFERENCES 270
SECTION 5. METHODS OF CLASSROOM ASSESSMENT
CHAPTER 16. CONSTRUCTED-RESPONSE APPROACHES FOR CLASSROOM ASSESSMENT
DEFINITIONS OF CONSTRUCTED-RESPONSE AND SELECTED-RESPONSE ITEM FORMATS
275 TEXTBOOKDEFINITIONS OF CONSTRUCTED-RESPONSEAND SELECTED-RESPONSE
ITEM FORMATS 275
273
275
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DEFINITION OF CONSTRUCTED-RESPONSEIN THE STANDARDS FOR EDUCATIONAL
AND PSYCHOLOGICAL TESTS 276 TERMINOLOGYIN MAJOR TESTINGPROGRAMS 276
EXAMPLES OF CONSTRUCTED-RESPONSE ITEMS 277 TEACHERS USES OF
CONSTRUCTED-RESPONSE ITEMS 279
STUDIES OFTEACHER USEOFCONSTRUCTED-RESPONSEITEMS 279 NEEDEDRESEARCH 280
RECOMMENDATIONSFOR USEOF CONSTRUCTED-RESPONSEITEMS 281
CONSTRUCTED-RESPONSE VERSUS SELECTED-RESPONSE: WHAT DO THEY MEASURE? 282
METHODS OF STUDY 282 RESEARCHLITERATUREON CONSTRUCTED-RESPONSE
VERSUSSELECTED-RESPONSE ITEMS 283 SOME SPECULATIONABOUT THE LACK OF
DIFFERENCESBETWEEN CONSTRUCTED-RESPONSE
AND SELECTED-RESPONSE TESTITEMS 285 EFFECTS OF CONSTRUCTED-RESPONSE AND
SELECTED-RESPONSE ITEMS ON STUDENTS 286 INTERACTIONEFFECTSWITH STUDENT
CHARACTERISTICS 287 SUMMARY OF EFFECTSOF USINGCONSTRUCTED-RESPONSE
AND SELECTED-RESPONSE ITEMS 287 CONCLUSION AND RECOMMENDATIONS FOR
RESEARCH 288 REFERENCES 289
CHAPTER 17. WRITING SELECTED-RESPONSE ITEMS FOR CLASSROOM ASSESSMENT 293
TEACHERS USE OF SELECTED-RESPONSE ITEMS AND ASSESSMENT ABILITY 293
RESEARCH ON SELECTED-RESPONSE ITEM FORMATS 295 CONSTRUCTEQUIVALENCE 295
THE COMPLEXMULTIPLE-CHOICEFORMAT 295
RESEARCHON OTHER SELECTED-RESPONSE FORMATS 296 SELECTED-RESPONSE
ITEM-WRITING GUIDELINES 296 A TAXONOMYOF RESEARCHABLEITEM- WRITING
GUIDELINES 296 ITEM-WRITING GUIDELINESFOR OTHER SELECTED-RESPONSE
FORMATS 296
RESEARCHON ITEM- WRITING GUIDELINES 297 IMPROVING ACCESSIBILITY FOR ALL
TEST TAKERS 303 UNIVERSALDESIGN 303 RESEARCHON ITEM MODIFICATIONSFOR
ACCESSIBILITY 303
DEVELOPING THE SCIENCE OF ITEM WRITING: FUTURE DIRECTIONS FOR RESEARCH
304 ITEM ANALYSIS CONSIDERATIONS 305 ATTENTION TO SCORECONSISTENCY 305
ATTENTION TO SCOREVALIDITY 306 CONCLUSION 307
REFERENCES 307
CHAPTER 18. PERFORMANCE ASSESSMENT
DESIGN OF PERFORMANCE ASSESSMENTS 313 MODELSFOR TASKDESIGN 314
COMPUTER-BASEDPERFORMANCEASSESSMENTDESIGN 314 SCORING PERFORMANCE
ASSESSMENTS 315
DESIGNOFSCORING RUBRICS 315 VALIDITYAND RELIABILITYOF
CLASSROOM-BASEDPERFORMANCEASSESSMENT SCOREINFERENCES 317 RESEARCH ON THE
RELATIONSHIP BETWEEN PERFORMANCE ASSESSMENTS
AND STUDENT LEARNING 321
313
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DESCRIPTIVE STUDIES 321
RESEARCH USING NONRANDOMIZED AND RANDOMIZED GROUPS 322 CONCLUSION AND
SUGGESTIONS FOR FUTURE RESEARCH 326 REFERENCES 327
CHAPTER 19. PORTFOLIOS AND E-PORTFOIIOS: STUDENT REFLECTION,
SELF-ASSESSMENT, AND GOAL SETTING IN THE LEARNING PROCESS
DEFINITIONS AND PURPOSES OF PORTFOLIOS 332 EARLY RESEARCH ON PORTFOLIOS
AND PORTFOLIO PROCESSES 333 THE ROLE OF PORTFOLIOS IN THE 21ST CENTURY
334 THEORETICAL BENEFITS OF PORTFOLIO ASSESSMENT PROCESSES AND
RELATED RESEARCH 335 REFLECTIVE PROCESSES 335 STUDENT SELF-ASSESSMENT
AND COMMUNICATION PROCESSES 336 THE EMERGENCE OF THE E-PORTFOLIO 339
E-PORTFOLIOS AND THE DEMAND FOR EVIDENCE-BASED ASSESSMENT 339
E-PORTFOLIOS AND STUDENT REFLECTION 341 CONCLUSION AND RECOMMENDATIONS
FOR RESEARCH 343 REFERENCES 344
CHAPTER 20. UNDERSTANDING AND ASSESSING THE SOCIAL-EMOTIONAL ATTRIBUTES
OF CLASSROOMS
UNDERSTANDING THE SOCIAL-EMOTIONAL ATTRIBUTES OF CLASSROOMS 348
INTERACTIONS BETWEEN AND AMONG TEACHERS AND STUDENTS 349 FEELINGS OF
STUDENTS AND TEACHERS 350 SOCIAL-EMOTIONAL SKILLS OF TEACHERS AND
STUDENTS 350
SUMMARY OF SOCIAL-EMOTIONAL ATTRIBUTES OF CLASSROOMS 352 METHODOLOGICAL
APPROACHES TO ASSESSING THE SOCIAL-EMOTIONAL ATTRIBUTES OF CLASSROOMS
352 CLASSROOM-LEVEL ASSESSMENTS 352
INDIVIDUAL-LEVEL ASSESSMENTS 353 STUDENT VERSUS TEACHER VERSUS OBSERVER
ASSESSMENTS 353 SPECIFIC MEASURES TO ASSESS THE SOCIAL-EMOTIONAL
ATTRIBUTES OF CLASSROOMS 356
MEASURES TO ASSESS CLASSROOM INTERACTIONS: STUDENT PERSPECTIVES 356
MEASURES TO ASSESS CLASSROOM INTERACTIONS: TEACHER PERSPECTIVES 358
MEASURES TO ASSESS CLASSROOM INTERACTIONS: OBSERVATIONAL 358 MEASURES TO
ASSESS THE FEELINGS OF STUDENTS 359 MEASURES TO ASSESS STUDENTS
SOCIAL-EMOTIONAL SKILLS 359 DIRECTIONS FOR FUTURE RESEARCH 360
REFERENCES 361
CHAPTER 21. STUDENT SELF-ASSESSMENT
DEFINING SELF-ASSESSMENT 368 SELF-ASSESSMENT TECHNIQUES 369 METHODS OF
SELF-ASSESSMENT 369 ACCURACY IN SELF-ASSESSMENT 371 LITERATURE REVIEW
METHOD 371
SELECTION OF STUDIES 371
331
347
367
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RESEARCH QUESTIONS 371
ANALYSIS 371 EMPIRICAL EVALUATION OF SELF-ASSESSMENT IN EDUCATION 371
RELATIONSHIP OF SELF-ASSESSMENT TO ACADEMIC ACHIEVEMENT 381 EFFECT OF
SELF-ASSESSMENT ON SELF-REGULATION PROCESSES 383
STUDENT PERCEPTIONS OF SELF-ASSESSMENT 383 ACCURACY IN SELF-ASSESSMENT
384 CONCLUSION 386 IMPLICATIONS FOR CURRENT PEDAGOGICAL PRACTICES 387
IMPLICATIONS FOR FUTURE RESEARCH 387 REFERENCES 389
CHAPTER 22. PEERS AS A SOURCE OF FORMATIVE AND SUMMATIVE ASSESSMENT
WHAT IS PEER ASSESSMENT? 395 A TYPOLOGY OF PEER ASSESSMENT 396
THEORETICAL PERSPECTIVES ON PEER ASSESSMENT 397 ORGANIZATION AND
ENGAGEMENT 399
COGNITIVE CONFLICT 399 SCAFFOLDING AND ERROR MANAGEMENT 399
COMMUNICATION 400 AFFECT 400 RESEARCH ON PEER ASSESSMENT 401
ELEMENTARY SCHOOL 401 SECONDARY SCHOOL 404 LITERATURE REVIEWS 407
CRITIQUE OF STUDIES AND DIRECTIONS FOR FUTURE RESEARCH 408 CONCLUSION
410
REFERENCES 411
SEETION 6. DIFFERENTIATED CLASSROOM ASSESSMENT
CHAPTER 23. DIFFERENTIATION AND CLASSROOM ASSESSMENT DEMOGRAPHICS AND
DIFFERENTIATION 415 BRIEF OVERVIEW OF A MODEL OF DIFFERENTIATION 417
CLASSROOM ENVIRONMENT 417
CURRICULUM 417 CLASSROOM ASSESSMENT 418 INSTRUCTION 418 CLASSROOM
MANAGEMENT 419 INTERACTION OFTHE ELEMENTS 419 ASSESSMENT AND
DIFFERENTIATION 420
ASSESSMENT OF PRIOR KNOWLEDGE 420 ASSESSMENT DURING THE PROCESS OF
INSTRUCTION 423 ASSESSMENT AFTER INSTRUCTION 425 FUTURE DIRECTIONS 426
REFERENCES 428
CHAPTER 24. CLASSROOM ASSESSMENT IN SPECIAL EDUCATION
STUDENTS WITH DISABILITIES AND SPECIAL EDUCATION SERVICES 431 STUDENTS
WITH DISABILITIES 432 SPECIAL EDUCATION AND INCLUSIVE EDUCATION 432
395
413
415
431
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THE CONCEPTUAL FRAMEWORK OF CLASSROOM ASSESSMENT
AND RESPONSE TO INTERVENTION 433 CONCEPTUALFRAMEWORKOF
CLASSROOMASSESSMENTFOR SPECIALEDUCATION 433 RESPONSETO INTERVENTION 433
PURPOSES OF CLASSROOM ASSESSMENT FOR STUDENTS WITH DISABILITIES 435
PURPOSES 435 ASSESSMENTTYPESAND PURPOSES 435 APPROACHES TO CLASSROOM
ASSESSMENT FOR STUDENTS WITH SPECIAL NEEDS 437 DEVELOPINGLEARNING
OBJECTIVESFOR CLASSROOMASSESSMENT 437
DEVELOPINGLEARNING OBJECTIVESTHROUGH SCHOOL-FAMILYPARTNERSHIPS 438
ASSESSINGLEARNING CONTEXTSFOR EFFECTIVESTUDENT LEARNING 439
RECOMMENDATIONS FOR TEACHERS TO ASSESS STUDENTS WITH DISABILITIES 440
USINGCLASSROOMASSESSMENTTO DOCUMENT STUDENTS INDIVIDUALIZED
EDUCATION PROGRAMPROGRESS 440 COLLECTINGFUNCTIONALASSESSMENTDATA WITHIN
THE CLASSROOM ASSESSMENTCONTEXT 441 ASSESSMENT ACCOMMODATIONS 442
CONCLUSION 444 REFERENCES 445
CHAPTER 25. CLASSROOM ASSESSMENT IN MATHEMATICS
FORMATIVE ASSESSMENT PRACTICES IN MATHEMATICS 449 CLASSROOMPRACTICE 450
CHALLENGES 452 PROFESSIONALDEVELOPMENT 453 SUMMATIVE ASSESSMENTS IN
MATHEMATICS 454
CLASSROOMPRACTICE 454 TEACHER]UDGMENTS 455 IMPACT OF EXTERNAL
ASSESSMENTS 456 AREAS OF FURTHER RESEARCH 457
CONCLUSION 458 REFERENCES 458
CHAPTER 26. RESEARCH ON ASSESSMENT IN THE SODAL STUDIES CLASSROOM
PURPOSE OF SODAL STUDIES EDUCATION 461 DEFINITION OF ASSESSMENT IN THE
SODAL STUDIES CLASSROOTN 462 SOCIAL STUDIES ASSESSMENT IN A HISTORICAL
CONTEXT 463 RECENT TRENDS: SOCIAL STUDIES CURRICULUM AND ASSESSMENT 464
PROMISING DEVELOPMENTS 465 ACTION RESEARCHSTUDIES 465 RESEARCHON
SOCIALSTUDIESASSESSMENT 466 DISCUSSION 468
CALL FOR RESEARCH ON ASSESSMENT IN THE SOCIAL STUDIES CLASSROOM 468
REFERENCES 469
CHAPTER 27. ASSESSMENT IN THE SDENCE CLASSROOM: PRIORITIES, PRACTICES,
AND PROSPECTS
THE SCIENCE CLASSROOM AS A SITE FOR ASSESSMENT 473 ASSESSMENT AND THE
NATURE OF LEARNING 475 MOVING INTO THE SDENCE CLASSROOM 475 THE DYNAMIC
OF CLASSROOMASSESSMENT 475
449
461
473
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MAKING STUDENT LEARNINGPUBLICAND AVAILABLEJOR
REFLECTIONAND REFINEMENT 476 TOOLSAND TECHNOLOGIESTO SUPPORT
TEACHERS ASSESSMENTS 479 SUPPORTJOR STUDENTS ASACTIVE PARTICIPANTSIN THE
ASSESSMENTPROCESS 480 INNOVATION IN SUMMATIVE ASSESSMENT 481
IMPLICATIONS FOR TEACHERS 481 CONTEMPLATING PROSPECTS FOR WAYS FORWARD
FOR SCIENCE
CLASSROOM ASSESSMENT 482 REFERENCES 484
CHAPTER 28. CLASSROOM ASSESSMENT IN WRITING 489
CLASSROOM PRACTICE AND THEORY AND RESEARCH IN ASSESSMENT 490 ASSESSING
WRITING IN THE SERVICE OF TEACHING AND LEARNING 490 IDENTIFYING PATTERNS
OF STRENGTHS AND GAPS IN STUDENT WRITING 491
INTERACTIVE FORMATIVE WRITING ASSESSMENT 493 CONJERENCING 493 THE
LITERACYLEARNINGPROGRESSIONS 494 PLANNED FORMATIVE WRITING ASSESSMENT
495
LETTING DEVELOPING WRITERS IN ON THE SECRET 496 SELF- AND PEER WRITING
ASSESSMENT 497 CONCLUSION 498 REFERENCES 498
INDEX 503
ABOUT THE AUTHORS 539
|
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| spelling | SAGE handbook of research on classroom assessment ed. by James H. McMillan Research on classroom assessment Los Angeles [u.a.] SAGE 2013 XXVII, 544 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content USA (DE-588)4078704-7 g Schulleistungsmessung (DE-588)4077202-0 s DE-604 McMillan, James H. 1948- (DE-588)124293360 edt Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025248459&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | SAGE handbook of research on classroom assessment |
| title_alt | Research on classroom assessment |
| title_auth | SAGE handbook of research on classroom assessment |
| title_exact_search | SAGE handbook of research on classroom assessment |
| title_full | SAGE handbook of research on classroom assessment ed. by James H. McMillan |
| title_fullStr | SAGE handbook of research on classroom assessment ed. by James H. McMillan |
| title_full_unstemmed | SAGE handbook of research on classroom assessment ed. by James H. McMillan |
| title_short | SAGE handbook of research on classroom assessment |
| title_sort | sage handbook of research on classroom assessment |
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