Classroom Assessment:Principles and Practice for Effective Standards-Based Instruction: International Edition - James McMillan - 9780133510621 - Pearson - Pearson Schweiz AG - Der Fachverlag fuer Bildungsmedien - 978-0-1335-1062-1

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Classroom Assessment:Principles and Practice for Effective Standards-Based Instruction: International Edition

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Titel:   Classroom Assessment:Principles and Practice for Effective Standards-Based Instruction: International Edition
Reihe:   Pearson
Autor:   James H. McMillan
Verlag:   Pearson
Einband:   Softcover
Auflage:   6
Sprache:   Englisch
Seiten:   480
Erschienen:   August 2013
ISBN13:   9780133510621
ISBN10:   0-13-351062-X
Status:   Der Titel ist leider nicht mehr lieferbar. Sorry, This title is no longer available. Malheureusement ce titre est ÚpuisÚ.
 
Ersatztitel:
ISBNTitelAuflageEinbandErscheintVerfŘgbarPreis
9781292021324 Classroom Assessment: Pearson New International Edition:Principles andPractice for Effective Standards-Based Instruction 5 Softcover 09.2013
ca. 7-9 Tage
78.60

Classroom Assessment:Principles and Practice for Effective Standards-Based Instruction: International Edition

Description

For courses in Assessment and Tests and Measurements.

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Your concise guide to high-quality, standards-based classroom assessments.

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With a new focus on 21st century skills, Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 6/e shows teachers how to create high-quality assessments of every kind. Taking a non-technical approach, it looks at the role of assessment in teaching and how it can influence teaching decisions. Exploring formative, summative, performance-based and non-cognitive assessment, it pinpoints how to establish credible learning targets and select assessments that fairly measure those goals. Suggestions for effective practice accompany each assessment technique. Examples, case studies, and teacher interviews illustrate assessment techniques in action.

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From Reviews of the Book

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“The text goes into more depth about targets/standards, formative assessment and special education assessment than my current text. . . . I think the chapters about writing actual test items are exceptional.¿ The examples, the content, and the explanations are all clear and practical.”

¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿ ¿¿¿¿¿¿¿¿¿¿¿ --Kristen Bjork, University of Nevada - Las Vegas

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“In selection of this text when I was initially choosing, I liked the in-depth coverage of performance assessments and rubrics, I also liked the level of the language . . . this book was informative but an easy read.”

--Patricia A. Lutz, Kutztown University

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Features

  • Offers a practical, non-technical approach to assessment­.
  • Shows teachers how to create high-quality assessments of every kind—including structured exercises, pretests, in-class assignments, quizzes, unit tests, structured response items, technology-enhanced items, rubrics, rating scales, and more!
  • Presents assessment within the context of instruction—so readers see how it is an integral part of teaching and can influence teaching decisions.
  • Pinpoints how to establish credible learning targets—and select the assessment methods that most accurately and fairly measure those targets.
  • Looks at how assessment relates to student learning and motivation—revisiting educational psychology theories and showing how good assessment improves student outcomes.
  • Includes instructional aids to facilitate understanding and application:
    • Cognitive maps provide graphic overviews at the beginning of each chapter.
    • Quotes from National Board Certified and state-recognized teachers illustrate practical applications.
    • Teacher's Corner segments show how real teachers use assessment to improve learning.
    • Self-instructional review exercises prompt practice and application.
    • Suggestions for conducting action research appear in each chapter.
    • Examples, diagrams, charts, tables, case studies for reflection add relevance and clarity.
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New to this Edition

The Sixth Edition looks at assessment of 21st century knowledge, skills, and dispositions, includes the latest research in formative assessment, and discusses how technology shapes assessment today.

 

  • Reorganized Chapter 1 offers a vision of the "bigger picture" of assessment as related to 21st century knowledge, skills, and dispositions.
  • Updated Chapter 4 includes the latest research in formative assessment and how it can be used to inform instruction and improve learning.
  • Expanded Chapter 5 highlights new information on feedback and instructional adjustments, including mastery learning, differentiated instruction, response to intervention and learning progressions.
  • Revised Chapter 10 discusses new technology shaping assessment, grading, and reporting, such as computer-enhanced test items, eportfolios, and electronic grading systems. 
  • New sections spotlight 21st century learning targets, such as deep understanding and reasoning targets, and how they can be assessed.
  • New material tackles topics such as self-efficacy, student self-assessment, Common Core examinations, and standards-based grading and reporting.  
  • Two new appendices contain descriptive statistics material and answers to self-instructional review exercises.
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Table of Contents

1.    The Role of Assessment in Teaching

2.    Standards and Cognitive Learning Targets

3.    High-Quality Classroom Assessment

4.    Formative Assessment I: Gathering Evidence and Interpreting Evidence of Student Learning

5.    Formative Assessment II: Feedback and Instructional Adjustments

6.    Planning and Implementing Summative Assessments

7.    Selected-Response Assessment: Multiple Choice, Binary Choice, and Matching Items

8.    Constructed-Response Assessment: Completion, Short-Answer, and Essay Items

9.    Constructed-Response Assessment: Performance Assessment

10.  Portfolios and E-portfolios

11.  Assessing "Non-Cognitive" Dispositions and Skills

12.  Assessing Special Needs and ELL Students

13.  Grading and Reporting Student Performance

14.  Using Standardized and Standards-Based Tests

APPENDIX: FUNDAMENTAL DESCRIPTIVE STATISTICS AND SCALED SCORES

 

ANSWERS TO SELF-INSTRUCTIONAL REVIEW EXERCISES

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Back Cover

With a new focus on 21st century skills, Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 6/e shows teachers how to create high-quality assessments of every kind. Taking a non-technical approach, it looks at the role of assessment in teaching and how it can influence teaching decisions. Exploring formative, summative, performance-based and non-cognitive assessment, it pinpoints how to establish credible learning targets and select assessments that fairly measure those goals. Suggestions for effective practice accompany each assessment technique. Examples, case studies, and teacher interviews illustrate assessment techniques in action.

 

 

From Reviews of the Book

 

“The text goes into more depth about targets/standards, formative assessment and special education assessment than my current text. . . . I think the chapters about writing actual test items are exceptional.  The examples, the content, and the explanations are all clear and practical.”

      --Kristen Bjork, University of Nevada - Las Vegas

 

“In selection of this text when I was initially choosing, I liked the in-depth coverage of performance assessments and rubrics, I also liked the level of the language . . . this book was informative but an easy read.”

--Patricia A. Lutz, Kutztown University

Zum Seitenanfang

Author

James H. McMillan is professor and chair of foundations of education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in education program. He is also director of the Metropolitan Ed­ucational Research Consortium, a partnership of Virginia Commonwealth University and seven Richmond-area school divisions that conducts and disseminates action and applied research. His current research interests include classroom and large-scale assessment. He has recently published the third edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educa­tional research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educa­tional Measurement: Issues and Practice.
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Reader Review(s)

“The text goes into more depth about targets/standards, formative assessment and special education assessment than my current text. . . . I think the chapters about writing actual test items are exceptional.  The examples, the content, and the explanations are all clear and practical.”

      --Kristen Bjork, University of Nevada - Las Vegas

 

“In selection of this text when I was initially choosing, I liked the in-depth coverage of performance assessments and rubrics, I also liked the level of the language . . . this book was informative but an easy read.”

--Patricia A. Lutz, Kutztown University

Zum Seitenanfang