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Classroom assessment : principles and practice for effective standards-based instruction / James H. McMillan. [print]

By: Material type: TextTextPublication details: Boston, Massachusetts : Pearson/Allyn and Bacon, [(c)2007.Edition: forth editionDescription: xv, 448 pages : illustrations ; 24 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0205485847
  • 9780205485840
Subject(s): LOC classification:
  • LB3050.C537 2007
  • LB3050.M478.C537 2007
Online resources: COPYRIGHT NOT covered - Click this link to request copyright permission:
Contents:
The role of assessment in teaching Learning targets and standards High-quality classroom assessment Assessment before instructions : learning about your students Formative assessment : assessing and promoting student progress during instruction Objectively scored assessments of knowledge and simple understanding : completion, short-answer, and selected-response items Selected-response, short-answer, and essay items : assessing deep understanding and reasoning Performance assessments : assessing deep understanding, reasoning, and skills Portfolios : assessing understanding, reasoning, skills, and products Assessing affective traits and dispositions Assessing students with special needs in inclusive settings Grading and reporting student performance Administering and interpreting standardized and state standards-based tests.
Summary: Publisher description: Classroom Assessment provides prospective and current teachers with a concise, non-technical, and practical guide to conducting a full range of high-quality classroom assessments. The text emphasizes assessment in the context of the realities of teaching and teacher decision-making in an era of standards-based education. Assessment methods are integrated with instruction and presented according to when teachers evaluate students (before, during, and after an instructional unit), the learning targets that are measured, and standards emphasized in state-wide testing. There is considerable emphasis on the nature of learning targets and how different assessments are most appropriate for different targets. For each assessment technique, suggestions for effective practice are presented with examples, case studies, and teacher interviews.
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Holdings
Item type Current library Collection Call number Status Date due Barcode
Circulating Book (checkout times vary with patron status) Circulating Book (checkout times vary with patron status) G. ALLEN FLEECE LIBRARY CIRCULATING COLLECTION - BACK OF 1ST FLOOR NON-FICTION LB3051.M462499 2007 (Browse shelf(Opens below)) Available 31923001444641

The role of assessment in teaching Learning targets and standards High-quality classroom assessment Assessment before instructions : learning about your students Formative assessment : assessing and promoting student progress during instruction Objectively scored assessments of knowledge and simple understanding : completion, short-answer, and selected-response items Selected-response, short-answer, and essay items : assessing deep understanding and reasoning Performance assessments : assessing deep understanding, reasoning, and skills Portfolios : assessing understanding, reasoning, skills, and products Assessing affective traits and dispositions Assessing students with special needs in inclusive settings Grading and reporting student performance Administering and interpreting standardized and state standards-based tests.

Publisher description: Classroom Assessment provides prospective and current teachers with a concise, non-technical, and practical guide to conducting a full range of high-quality classroom assessments. The text emphasizes assessment in the context of the realities of teaching and teacher decision-making in an era of standards-based education. Assessment methods are integrated with instruction and presented according to when teachers evaluate students (before, during, and after an instructional unit), the learning targets that are measured, and standards emphasized in state-wide testing. There is considerable emphasis on the nature of learning targets and how different assessments are most appropriate for different targets. For each assessment technique, suggestions for effective practice are presented with examples, case studies, and teacher interviews.

COPYRIGHT NOT covered - Click this link to request copyright permission:

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