CART

(0) items

Classroom Assessment : Principles and Practice for Effective Standards-Based Instruction,9780205485840
This item qualifies for
FREE SHIPPING!

FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

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

by
Edition:
5th
ISBN13:

9780205485840

ISBN10:
0205485847
Format:
Paperback
Pub. Date:
1/1/2011
Publisher(s):
Prentice Hall

Questions About This Book?

What version or edition is this?
This is the 5th edition with a publication date of 1/1/2011.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

Related Products


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





Summary

This text 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. This edition includes additional emphasis on formative assessment for student learning.

Table of Contents

Preface xiii
The Role of Assessment in Teaching
1(26)
Integrating Instruction and Assessment
2(6)
The Realities of Teaching
2(3)
Instructional Decision Making and Assessment
5(3)
What Is Classroom Assessment?
8(4)
Purpose
9(1)
Measurement
9(1)
Evaluation
9(1)
Use
10(1)
Diagnosis
10(1)
Grading
11(1)
Instruction
11(1)
Research on Learning, Motivation, Instruction, and Curriculum: Implications for Assessment
12(2)
Recent Trends in Classroom Assessment
14(4)
The Influence of Large-Scale Accountability Testing
18(2)
Teachers' Classroom Assessment and Grading Practices Decision Making
20(2)
Assessment Standards for Teachers
22(1)
Summary
23(1)
What's Coming
24(1)
Self-Instructional Review Exercises
24(1)
Answers to Self-Instructional Review Exercises
25(1)
Suggestions for Action Research
26(1)
Learning Targets and Standards
27(29)
What Are Learning Targets?
28(12)
Educational Goals
28(1)
Objectives
28(4)
Standards-Based Education
32(3)
Criteria
35(1)
Expectations
36(3)
Learning Targets
39(1)
Types of Learning Targets
40(3)
Knowledge and Simple Understanding Learning Targets
42(1)
Deep Understanding and Reasoning Learning Targets
42(1)
Skill Learning Targets
42(1)
Product Learning Targets
43(1)
Affective Learning Targets
43(1)
Sources of Learning Targets and Standards
43(7)
Bloom's Taxonomy of Objectives
43(2)
Bloom's Revised Taxonomy of Objectives
45(1)
Professional Preparation
46(1)
Textbooks
46(2)
Existing Lists of Objectives
48(1)
National and State Standards
49(1)
Criteria for Selecting Learning Targets and Standards
50(2)
Summary
52(1)
Self-Instructional Review Exercises
53(1)
Answers to Self-Instructional Review Exercises
54(1)
Suggestions for Action Research
55(1)
High-Quality Classroom Assessment
56(36)
What Is High-Quality Classroom Assessment?
57(1)
Clear and Appropriate Learning Targets
58(1)
Appropriateness of Assessment Methods
58(6)
Types of Assessment Methods
58(2)
Matching Targets with Methods
60(1)
Knowledge and Simple Understanding
61(1)
Deep Understanding and Reasoning
62(1)
Skills
62(1)
Products
63(1)
Affect
63(1)
Validity
64(5)
What Is a Valid Assessment?
64(1)
How Is Validity Determined?
65(1)
Content-Related Evidence
65(2)
Criterion-Related Evidence
67(1)
Construct-Related Evidence
68(1)
Reliability
69(7)
What Is a Reliable Score?
69(2)
Assessment Error
71(1)
How Is Reliability Determined?
72(1)
Sources of Reliability Evidence
73(1)
Evidence Based on Stability
73(1)
Evidence Based on Equivalent Forms
73(1)
Evidence Based on Internal Consistency
74(1)
Evidence Based on Scorer or Rater Consistency
74(1)
Evidence Based on Decision Consistency
75(1)
Factors Influencing Reliability Estimates
75(1)
Fairness
76(4)
Student Knowledge of Learning Targets and Assessments
77(1)
Opportunity to Learn
77(1)
Prerequisite Knowledge and Skills
77(1)
Avoiding Student Stereotyping
78(1)
Avoiding Bias in Assessment Tasks and Procedures
78(2)
Accommodating Special Needs
80(1)
Positive Consequences
80(2)
Positive Consequences for Students
80(2)
Positive Consequences for Teachers
82(1)
Alignment
82(4)
Practicality and Efficiency
86(2)
Teacher Familiarity with the Method
86(1)
Time Required
86(1)
Complexity of Administration
87(1)
Ease of Scoring
87(1)
Ease of Interpretation
87(1)
Cost
88(1)
Summary
88(1)
Self-Instructional Review Exercises
89(1)
Answers to Self-Instructional Review Exercises
90(1)
Suggestions for Action Research
91(1)
Assessment before Instruction: Learning about Your Students
92(24)
Before School Begins: What Do You Know about Your Students?
93(10)
School Records
94(2)
Norm-Referenced Standardized Test Scores
96(1)
Achievement Test Batteries
97(2)
Aptitude Tests
99(1)
Readiness Tests
99(1)
Standards-Based State and District Test Scores
100(1)
Uses of Standardized Tests
101(1)
Information Cards
102(1)
After the First Week: Now What Do You Know about Your Students?
103(4)
Informal Observation
103(2)
Structured Exercises
105(1)
Pretests
106(1)
Teacher Expectations
107(3)
High-Quality Preinstructional Assessment
110(3)
Clear and Appropriate Learning Targets
110(1)
Appropriateness of Assessment Methods
111(1)
Validity
111(1)
Reliability
112(1)
Fairness
112(1)
Positive Consequences
112(1)
Alignment
113(1)
Practicality and Efficiency
113(1)
Summary
113(1)
Self-Instructional Review Exercises
114(1)
Answers to Self-Instructional Review Exercises
115(1)
Suggestions for Action Research
115(1)
Formative Assessment: Assessing and Promoting Student Progress during Instruction
116(40)
Formative Assessment
117(2)
Informal Observation
119(9)
Assessing Nonverbal Behavior
120(1)
Facial Expressions
121(2)
Body Language
123(1)
Gestures
124(1)
Assessing Voice-Related Cues
124(3)
Sources of Error in Informal Observation
127(1)
Using Oral Questioning to Assess Student Progress
128(7)
Purposes of Questioning
129(1)
Characteristics of Effective Questioning to Assess Student Progress
130(5)
Using Homework, In-Class Assignments, and Quizzes
135(3)
Homework
136(1)
In-Class Assignments
136(1)
Quizzes
137(1)
Providing Feedback and Praise
138(5)
Characteristics of Effective Feedback
139(3)
Characteristics of Effective Praise
142(1)
Student Self-Assessment
143(6)
Summary
149(1)
Self-Instructional Review Exercises
150(2)
Answers to Self-Instructional Review Exercises
152(2)
Suggestions for Action Research
154(2)
Objectively Scored Assessments of Knowledge and Simple Understanding: Completion, Short-Answer, and Selected-Response Items
156(37)
Preparing for Summative Assessment
157(5)
Representative Sampling
158(1)
Number and Length of Assessments
158(1)
Use of Assessments Provided by Textbook and Test Publishers
159(1)
Preparing Students for Summative Assessments
160(1)
Scheduling the Summative Assessment
161(1)
When Summative Assessments Should Be Constructed
162(1)
Types of Knowledge and Simple Understanding Targets
162(5)
Knowledge Representation
162(2)
Declarative Knowledge and Understanding
164(1)
Procedural Knowledge and Understanding
165(2)
Assessing Knowledge
167(14)
Completion and Short-Answer Items
167(1)
Completion Items
167(3)
Short-Answer Items
170(2)
Matching Items
172(2)
True/False and Other Binary-Choice Items
174(3)
Multiple-Choice Items
177(4)
Assessing Simple Understanding: Comprehension and Application
181(4)
Assessing Comprehension
181(1)
Assessing Application
182(3)
Putting Tests Together
185(2)
Preparing Test Directions
185(1)
Arranging Items
186(1)
Physical Layout of the Test
186(1)
Administering Classroom Assessments
187(1)
Summary
188(1)
Self-Instructional Review Exercises
189(2)
Answers to Self-Instructional Review Exercises
191(1)
Suggestions for Action Research
192(1)
Selected-Response, Short-Answer, and Essay Items: Assessing Deep Understanding and Reasoning
193(35)
What Is Deep Understanding?
194(1)
What Are Reasoning Skills?
195(6)
Bloom's Taxonomy of the Cognitive Domain
197(1)
Revision of Bloom's Taxonomy
198(1)
Ennis's Taxonomy of Critical Thinking Dispositions and Abilities
199(1)
Quellmalz and Hoskyn's Framework for Reasoning Strategies
199(2)
Assessing Deep Understanding and Reasoning
201(22)
Short-Answer and Selected-Response Items
202(1)
Short Answer
203(1)
Binary-Choice
204(1)
Multiple-Choice
204(3)
Interpretive Exercises
207(6)
Essay Items
213(3)
Advantages and Disadvantages
216(1)
Constructing Essay Items
216(4)
Scoring Essays
220(3)
Summary
223(1)
Self-Instructional Review Exercises
224(1)
Answers to Self-Instructional Review Exercises
225(1)
Suggestions for Action Research
226(2)
Performance Assessments: Assessing Deep Understanding, Reasoning, and Skills
228(40)
What Is Performance Assessment?
229(1)
Strengths and Limitations of Performance Assessments
230(3)
Learning Targets for Performance Assessments
233(6)
Deep Understanding
233(1)
Reasoning
233(1)
Skills
234(1)
Communication and Presentation Skills
234(2)
Psychomotor Skills
236(1)
Products
237(2)
Constructing Performance Tasks
239(10)
Restricted- and Extended-Type Performance Tasks
239(2)
Performance Task Descriptions and Contexts
241(1)
Performance Task Question or Prompt
242(7)
Criteria and Rubrics
249(15)
Performance Criteria
249(1)
Rating Scales
250(2)
Rubrics
252(1)
Developing Rubrics
253(11)
Summary
264(1)
Self-Instructional Review Exercises
265(1)
Answers to Self-Instructional Review Exercises
266(1)
Suggestions for Action Research
267(1)
Portfolios: Assessing Understanding, Reasoning, Skills, and Products
268(26)
What Are Portfolios?
269(5)
Advantages
271(1)
Disadvantages
272(2)
Planning for Portfolio Assessment
274(5)
Purpose
274(1)
Learning Targets
274(1)
Uses
274(2)
Identify Physical Structure
276(1)
Determine Sources of Content
276(3)
Determine Student Self-Reflective Guidelines and Scoring Criteria
279(1)
Implementing Portfolio Assessment
279(11)
Review with Students
279(1)
Supplying Portfolio Content
280(1)
Student Self-Evaluations
281(6)
Teacher Evaluation
287(1)
Checklists of Contents
287(1)
Portfolio Structure Evaluation
287(1)
Evaluations of Individual Entries
287(1)
Evaluation of Entire Contents
288(1)
Student--Teacher Conferences
288(2)
Summary
290(1)
Self-Instructional Review Exercises
291(1)
Answers to Self-Instructional Review Exercises
292(1)
Suggestions for Action Research
293(1)
Assessing Affective Traits and Dispositions
294(33)
Are Affective Targets Important?
295(1)
What Are Affective Traits and Learning Targets?
296(9)
Attitude Targets
296(2)
Value Targets
298(1)
Motivation Targets
299(1)
Academic Self-Concept Targets
300(1)
Social Relationship Targets
301(1)
Classroom Environment Targets
302(1)
Affective Domain of the Taxonomy of Educational Objectives
303(2)
Methods of Assessing Affective Targets
305(18)
Teacher Observation
305(2)
Unstructured Observation
307(1)
Structured Observation
308(1)
Student Self-Report
308(1)
Student Interview
308(2)
Questionnaires and Surveys
310(2)
Constructed-Response Formats
312(1)
Selected-Response Formats
313(5)
Constructing Self-Report Items
318(2)
Peer Ratings
320(1)
Guess-Who Approach
320(1)
Sociometric Approach
320(1)
Which Method or Combination of Methods Should I Use?
321(1)
Ensuring Anonymity
322(1)
Summary
323(2)
Self-Instructional Review Exercises
325(1)
Answers to Self-Instructional Review Exercises
326(1)
Suggestions for Action Research
326(1)
Assessing Students with Special Needs in Inclusive Settings
327(25)
Legal Mandates
328(2)
Assessing Students for Identification
330(6)
Steps before Identification
330(1)
Identification
331(1)
Mild Mental Retardation
332(1)
Sensory Impairment
332(1)
Physical Impairment
332(1)
Learning Disability
333(1)
Emotional Disturbance
333(1)
Attention Deficits
333(1)
Hyperactivity
333(1)
Limited-English-Proficient Students
334(2)
Assessment Problems Encountered by Students with Special Needs
336(3)
Comprehension Difficulties
336(1)
Auditory Difficulties
337(1)
Visual Difficulties
337(1)
Time Constraint Difficulties
338(1)
Anxiety
338(1)
Embarrassment
338(1)
Variability of Behavior
338(1)
Assessment Accommodations
339(5)
Adaptations in Test Directions, Construction, and Format
339(1)
Short-Answer and Essay Items
340(1)
Multiple-Choice Items
341(1)
Binary-Choice Items
341(1)
Completion Items
341(1)
Performance Assessments
342(1)
Portfolios
342(1)
Adaptations in Test Administration
342(1)
Adaptations in Testing Site
342(2)
Grading and Reporting Accommodations
344(4)
Grading Accommodations
345(1)
IEP Grading
345(1)
Shared Grading
346(1)
Contracting
346(1)
Reporting Accommodations
346(2)
Summary
348(1)
Self-Instructional Review Exercises
349(1)
Answers to Self-Instructional Review Exercises
350(1)
Suggestions for Action Research
351(1)
Grading and Reporting Student Performance
352(40)
Teachers' Judgments in Grading
353(3)
Functions of Marking and Grading
356(10)
Providing Feedback
356(1)
Incorporating Factors Other Than Performance
357(1)
Effort
357(1)
Aptitude
358(1)
Improvement
359(1)
Attitudes
359(1)
Basis of Comparison
360(4)
Motivation
364(2)
Approaches to Marking and Grading
366(6)
Letter Grades
366(1)
Percentage Correct
367(1)
Pass--Fail
368(1)
Checklists
368(1)
Standards-Based
369(1)
Written Descriptions
370(2)
Determining Report Card (Composite) Grades
372(12)
Select What to Include in the Final Grade
372(1)
Select Weights for Each Assessment
373(2)
Combining Different Scores and Grades
375(1)
Eyeball Method
375(1)
Percent Correct Method
375(4)
Total Points Method
379(1)
Combining Relative Scores and Grades
380(1)
Borderline Grades
381(1)
Suggestions for Fair Grading
381(3)
Reporting Student Progress to Parents
384(3)
Report Cards
384(1)
Written Information
384(1)
Parent--Teacher Conferences
385(2)
Student-Led Conferences
387(1)
Summary
387(1)
Self-Instructional Review Exercises
388(2)
Answers to Self-Instructional Review Exercises
390(1)
Suggestions for Action Research
391(1)
Administering and Interpreting Standardized and State Standards-Based Tests
392(32)
Fundamental Descriptive Statistics
393(8)
Frequency Distributions
393(1)
Measures of Central Tendency
394(2)
Measures of Variability
396(1)
Measures of Relationship
397(1)
Scatterplot
398(1)
Correlation Coefficient
399(2)
Types of Derived Standardized Test Scores
401(5)
Standard Scores
401(1)
Z-Score
402(1)
T-Score
402(1)
Normal Curve Equivalent
403(1)
Stanines
403(1)
Scaled Score
404(1)
Deviation IQ and Standard Age Scores
405(1)
Other Standard Scores
405(1)
Grade Equivalent Scores
405(1)
Interpreting Standardized and State Standards-Based Tests
406(8)
Standard Error of Measurement
406(1)
Alignment
407(1)
Interpretation of Norm-Referenced Standardized Tests
408(1)
Types of Standardized Test Norms
408(1)
Using Test Norms
409(2)
Criterion-Referenced/Standards-Based Interpretations
411(3)
Understanding Standardized Test Score Reports
414(2)
Interpreting Test Reports for Parents
416(2)
Preparing Students to Take Standardized Tests
418(2)
Administering Standardized Tests
420(1)
Summary
420(1)
Self-Instructional Review Exercises
421(1)
Answers to Self-Instructional Review Exercises
422(1)
Suggestions for Action Research
423(1)
Appendix A The Scope of a Teacher's Professional Role and Responsibilities for Student Assessment 424(3)
Appendix B The Student Evaluation Standards 427(3)
Glossary 430(5)
References 435(6)
Index 441


Please wait while the item is added to your cart...