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Classroom Assessment: Concepts and Applicationsviews classroom assessment as an everyday, ongoing part of teaching, integral to everything that happens in the classroom. The text is organized to follow the natural progression of teacher decision making, from organizing the class as a learning community to planning and conducting instruction to the formal evaluation of learning and, finally, to grading.Classroom Assessmentpresents complex concepts clearly so that pre-service teachers can understand them, and solidly grounds these concepts in best practice through practical, well-integrated examples. The text conceives of classroom assessment in a broader way than many other texts. It focuses not only on the assessment needs of testing, grading, interpreting standardized tests, and performance assessments but also on assessment concerns in organizing a classroom at the start of school, planning and implementing instruction, and strategies of teacher self reflection.
Michael Russell is Associate Professor of Education at Boston College's Lynch School of Education, where he Directs the Technology and Assessment Study Collaborative.
Table of Contents
|The Breadth of Classroom Assessment|
|Purposes of Assessment|
|Phases of Classroom Assessment|
|Assessment, Testing, Measuring, and Evaluations|
|Three General Ways to Collect Data|
|Student Products, Observation, and Oral Questioning|
|Standardized and Nonstandardized Assessments|
|Appropriateents: Valid and Reliable Ethical|
|Issues and Responsibilities|
|Learning About Students|
|Early Assessment Gathering|
|Information about Students|
|Sources of Information about Students|
|Forming Student Descriptions|
|Concerns about Accuracy and Validity|
|Identifying Special Needs|
|Improving Early Assessments|
|Lesson Planning and Assessment Objectives|
|The Instructional Process|
|Three Levels of Teaching Objectives|
|Three Domains of Objectives|
|Stating and Constructing Objectives|
|Lesson Plans Textbook Objectives and Assessments|
|State Content Standards Improving the Tie between Planning and Assessment|
|Assessment During Instruction|
|Assessment Tasks during Instruction Validity and Reliability in Instructional|
|Assessment during Instruction|
|Questioning: Purposes and Strategies|
|Accommodations during Instruction|
|Formative and Summative Assessments|
|The Logic of Summative Assessments|
|Planning a Summative Assessment|
|Preparing Students for Official Assessments|
|Creating Achievement Tests|
|Selection and Supply Test|
|Items Higher-Level Questions|
|Guidelines for Writing and Critiquing Test Items|
|Improving Achievement Tests|
|Issues of Cheating Scoring Paper-and-Pencil Tests|
|Analying Item Validity Discussing Test|
|Results wAnalyzingents Universal|
|Design and Test Accommodations|
|The General Role of Performance Assessments|
|Performance Assessment in Schools Developing|
|Anecdotal Records, Checklists, and Rating Scales|
|Rubrics Portfolios Validity and Reliability of Performance Assessments|
|Grading Rationale and Difficulties of Grading|
|Grading as Judgment Four Types of Comparison for Grading|
|Grading for Cooperative Learning and Students with Disabilities|
|Deciding What to Grade Summarizing Various Types of Assessment|
|Two Approaches to Assigning Grades|
|Other Methods of Reporting Student Progress|
|Commercial Standardized Achievement Tests|
|How Commercial Achievement Tests are Created|
|Administering the Test|
|Interpreting Scores Three Examples of Test|
|Interpretation The Validity of Commercial Achievement Tests|
|Computer-Based Technology and Classroom Assessment|
|Growth of Educational Technology|
|Computers and the Instructional Process|
|Computers are Toolboxes Computers and Assessment|
|During Instruction Computers and Summative|
|Assessment Classroom Assessment: Summing Up|
|Standards for Teacher Competence in Educational Assessment of Students|
|Taxonomy of Educational Objectives (Major Categories and Illustrative Objectives)|
|Sample Individual Education Plan|
|Statistical Applications for Classroom Assessment|
|Some Resources for Identifying Special Needs|
|Table of Contents provided by Publisher. All Rights Reserved.|