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Author: Albert Oosterhof
Publisher: Prentice Hall
ISBN: 9780135203880
Category : Educational evaluation- Classroom
Languages : en
Pages : 0
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Book Description
This book provides comprehensive and balanced coverage of all aspects of assessment relevant to classroom teachers. It includes the construction and use of paper and pencil tests, performance assessments, and portfolios, as well as coverage of performance objectives, validity, reliability, grading, standardized testing, and judging assessment quality. For education professionals, especially those involved with testing and measurement.
Author: Albert Oosterhof
Publisher: Prentice Hall
ISBN: 9780135203880
Category : Educational evaluation- Classroom
Languages : en
Pages : 0
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Book Description
This book provides comprehensive and balanced coverage of all aspects of assessment relevant to classroom teachers. It includes the construction and use of paper and pencil tests, performance assessments, and portfolios, as well as coverage of performance objectives, validity, reliability, grading, standardized testing, and judging assessment quality. For education professionals, especially those involved with testing and measurement.
Author: Susan M. Brookhart
Publisher: Routledge
ISBN: 0429017618
Category : Education
Languages : en
Pages : 297
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Book Description
Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Author: Tom Kubiszyn
Publisher: Pearson Scott Foresman
ISBN:
Category : Education
Languages : en
Pages : 488
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Book Description
Author: Sharon L. Nichols
Publisher: IAP
ISBN: 1648024297
Category : Education
Languages : en
Pages : 321
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Book Description
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, “walk our talk” in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms. Praise for Teaching on Assessment "This thought-provoking book brings together perspectives from educational psychology and teacher education to examine how assessment can best support student motivation, engagement, and learning. In the volume, editors Nichols and Varier present a set of chapters written by leaders in the field to examine critical questions about how to best prepare teachers to make instructional decisions, understand assessment within the context of learning and motivation theory, and draw on assessment in ways which can meet the needs of diverse learners. Written in a highly accessible language and style, each chapter contains clear takeaway messages designed for educational psychologists, teacher educators, teachers, and pre-service teachers. This book is essential reading for anyone involved in teaching or developing our future teaching professionals." Lois R. Harris, Australian Catholic University "This impressive book provides a wealth of contemporary and engaging resources, ideas and perspectives that educational psychology instructors will find relevant for helping students understand the complexity of assessment decision-making as an essential component of instruction. Traditional assessment principles are integrated with contemporary educational psychology research that will enhance prospective teachers’ decision-making about classroom assessments that promote all students’ learning and motivation. It is unique in showing how to best leverage both formative and summative assessment to boost student engagement and achievement, enabling students to understand how to integrate practical classroom constraints and realities with current knowledge about self-regulation, intrinsic motivation, and other psychological constructs that assessment needs to consider. The chapters are written by established experts who are able to effectively balance presentation of research and theory with practical applications. Notably, the volume includes very important topics rarely emphasized in other assessment texts, including assessment literacy frameworks, diversity, equity, assessment strategies for students with special needs, and data-driven decision making. The book will be an excellent supplement for educational psychology classes or for assessment courses, introducing students to current thinking about how to effectively integrate assessment with instruction." James McMillan, Virginia Commonwealth University.
Author: W. James Popham
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 388
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Book Description
"" I have an extremely high opinion of this textbook. This is the only assessment text I have ever used that students actually read consistently. Students frequently comment about their enjoyment of the text and their appreciation for the humor injected throughout the chapters." " Marcy Blackburn, Cameron University "" The topics are presented very clearly, are very well organized, and are sufficiently comprehensive for pre-service teachers." " Brian C. McKevitt, Iowa State University Written in Jim Popham's characteristic witty style, the Fourth Edition of "Classroom Assessment" addresses the range of assessments that teachers are likely to use in their classrooms. The forces of accountability have changed educational assessment and this new edition now addresses the central issue of how classroom assessment can effectively benefit students when carried out in the context of accountability tests. New legislation such as the No Child Left Behind Act (NCLB) and issues such as state standards that directly impact classroom testing and teaching, are discussed to present readers with a series of practical action options. In addition, the text continues to analyze more traditional topics such as validity and reliability and discusses the alternative assessments used in today's classrooms. MyLabSchool Discover where the classroom comes to life! "MyLabSchool" gives you powerful insights into how real classrooms work. From video clips of teachers and students interacting, to sample lessons, portfolio templates, and standards integration, we give you the tools you'll need to succeed in the classroom. "MyLabSchool" is only available if your instructorhas set up a "MyLabSchool" course. Visit www.mylabschool.com to register-- all you need are your instructor's course ID and an access code (FREE when packaged with a new copy of this book or available for purchase at your bookstore) OR a credit card to purchase immediate online access. If your instructor is not using "MyLabSchool," ask him or her to consider "MyLabSchool" to give you every chance to succeed in your course!
Author: Fred M. Smith
Publisher: HarperCollins Publishers
ISBN:
Category : Education
Languages : en
Pages : 396
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Book Description
Author: Gary D. Phye
Publisher: Academic Press
ISBN: 9780080533025
Category : Psychology
Languages : en
Pages : 545
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Book Description
The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss current theories. The book also features assessment of academic self-concept and subjective well-being in children and adolescents. The Handbook provides successfully field-tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages, and the visual arts. Contributing chapter authors share the unique distinction of having backgrounds that include both the development of assessment theory and first hand experience translating theory into practice at the classroom, school site, state, or national level. The book is divided into four sections. Section I discusses the top five theories with respect to what learning is, how it's related to achievement, and how we assess both in the classroom setting. Section II on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12. Assessment of classroom learning, Section III, presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades. Section IV on classroom practices includes an assessment of general reasoning skills and performance and how to develop a grading philosophy. Key Features * Explains the why, what, and how of classroom assessment * Combines theory and practice for a multidimensional approach to assessment * Presents test instruments and techniques specific to measuring various skills * Uses field-tested examples of assessment techniques * Provides a resource for staff development at the school site
Author: Charles D. Hopkins
Publisher: Wadsworth
ISBN:
Category : Education
Languages : en
Pages : 488
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Book Description
Author: Norman Edward Gronlund
Publisher: Vancouver, B.C. : Crane Library
ISBN:
Category : Education
Languages : en
Pages : 566
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
