Classroom assessment : principles and practice for effective standards-based instruction (Record no. 2523)

MARC details
000 -LEADER
fixed length control field 12574nam a22001817a 4500
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
ISBN 9780133119428
022 ## - INTERNATIONAL STANDARD SERIAL NUMBER
ISSN 0133119424
050 ## - CALL NUMBER
Classification number LB3051
Item number .M22
100 ## - AUTHOR
Personal name James H. McMillan
245 ## - TITLE
Title Classroom assessment : principles and practice for effective standards-based instruction
Statement of responsibility, etc James H. McMillan, Virginia Commonwealth University.
250 ## - EDITION
Edition statement Sixth edition
260 ## - PUBLICATION INFORMATION
Place of publication Boston :
Name of publisher Pearson,
Year of publication [2014]
300 ## - DESCRIPTION
Number of Pages xvii, 454 pages :
Other physical details illustrations ;
Dimensions 23 cm
500 ## - NOTES
General note Includes bibliographical reference and index.<br/><br/> <br/>
505 ## - FORMATTED CONTENTS NOTE
Table of Content Machine generated contents note: Bigger Picture Context of Classroom Assessment --<br/>21st-Century Knowledge, Skills, and Dispositions --<br/>Technology --<br/>Principles of Cognitive and Sociocultural Learning and Motivation --<br/>Standards-Based Education --<br/>High-Stakes Testing --<br/>Integrating Instruction and Assessment --<br/>Realities of Teaching --<br/>Instructional Decision Making and Assessment --<br/>Components of Classroom Assessment --<br/>Purpose --<br/>Measurement --<br/>Interpretation --<br/>Use --<br/>Diagnosis --<br/>Grading --<br/>Instruction --<br/>Recent Trends in Classroom Assessment --<br/>Teachers' Classroom Assessment and Grading Practices Decision Making --<br/>Classroom Assessment Knowledge and Skills for Teachers --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Knowing Where Your Students Are Going --<br/>Revisiting the Big Picture --<br/>Goals --<br/>Standards --<br/>State Standards --<br/>Common Core State Standards --<br/>Educational Objectives --<br/>Taxonomies of Educational Objectives --<br/>Bloom's Taxonomy of Objectives --<br/>Bloom's Revised Taxonomy of Objectives --<br/>Marzano and Kendall's New Taxonomy --<br/>Learning Targets --<br/>Types of Knowledge Targets --<br/>Knowledge Representation --<br/>Declarative Knowledge and Understanding --<br/>Procedural Knowledge and Understanding --<br/>Deep Understanding and Reasoning --<br/>Criteria for Selecting Learning Targets --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>What Is High-Quality Classroom Assessment? --<br/>Clear and Appropriate Learning Targets --<br/>Alignment of Assessment Methods and Learning Targets --<br/>Types of Assessment Methods --<br/>Matching Targets with Methods --<br/>Knowledge and Simple Understanding --<br/>Deep Understanding and Reasoning --<br/>Skills --<br/>Products --<br/>Affect/Dispositions --<br/>Validity --<br/>What Is a Valid Assessment? --<br/>How Is Validity Determined? --<br/>Content-Related Evidence --<br/>Criterion-Related Evidence --<br/>Consequential Evidence --<br/>Reliability --<br/>What Is a Reliable Score? --<br/>Assessment Error --<br/>How Is Reliability Determined for Classroom Assessments? --<br/>How to Improve Classroom Assessment Reliability --<br/>Fairness --<br/>Transparency: Student Knowledge of Learning Targets and Assessments --<br/>Opportunity to Learn --<br/>Prerequisite Knowledge and Skills --<br/>Avoiding Student Stereotyping --<br/>Avoiding Bias in Assessment Tasks and Procedures --<br/>Accommodating Special Needs and English Language Learners --<br/>Model of Fairness in Classroom Assessment --<br/>Positive Consequences --<br/>Positive Consequences for Students --<br/>Positive Consequences for Teachers --<br/>Alignment with Standards --<br/>Practicality and Efficiency --<br/>Teacher Familiarity with the Method --<br/>Time Required --<br/>Complexity of Administration --<br/>Ease of Scoring --<br/>Ease of Interpretation --<br/>Cost --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>What Is Formative Assessment? --<br/>Process of Formative Assessment --<br/>Characteristics of Formative Assessment --<br/>Gathering Informal Formative Assessment Evidence --<br/>Informal Formative Assessment Observation --<br/>Assessing Nonverbal Behavior --<br/>Assessing Voice-Related Cues --<br/>Sources of Error in Informal Observation --<br/>Informal Oral Questioning --<br/>Characteristics of Effective Questioning --<br/>Formal Formative Assessment --<br/>Structured Exercises --<br/>Pretests --<br/>Homework --<br/>In-Class Assignments --<br/>Quizzes and Unit Tests --<br/>Classroom Response Systems --<br/>Interim Assessments --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Providing Effective Feedback --<br/>Types of Feedback --<br/>Goal Referenced --<br/>Scaffolded --<br/>Self-Referenced --<br/>Standards-Referenced --<br/>Determining the Nature of the Feedback --<br/>Amount --<br/>Timing --<br/>Mode --<br/>Audience --<br/>Type of Task --<br/>Differentiated Formative Feedback --<br/>Learner Level of Ability --<br/>Grade Level --<br/>Subject --<br/>Anticipating Feedback --<br/>What About Giving Praise? --<br/>Instructional Adjustments --<br/>Mastery Learning --<br/>Differentiated Instruction --<br/>Response to Intervention --<br/>Learning Progressions --<br/>Model of Instructional Adjustments for Formative Assessment --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Planning Summative Assessment --<br/>Representative Sampling --<br/>Use Assessment Blueprint --<br/>Number of Items --<br/>Number and Length of Assessments --<br/>Grade Level --<br/>Type of Item --<br/>Use of Assessments Provided by Textbook and Test Publishers and School Districts --<br/>Preparing Students for Summative Assessments --<br/>Assessment-Taking Skills and Testwiseness --<br/>Item Type and Format --<br/>Assessment Anxiety --<br/>When to Construct Summative Assessments --<br/>Putting Summative Assessments Together --<br/>Preparing Assessment Directions --<br/>Arranging Items --<br/>Physical Layout --<br/>Administering Summative Assessments --<br/>Use of Summative Assessments --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Multiple-Choice Items --<br/>Assessing Knowledge and Comprehension --<br/>Assessing Application --<br/>Assessing Deep Understanding and Reasoning --<br/>Binary-Choice Items --<br/>Assessing Knowledge and Comprehension --<br/>Assessing Deep Understanding and Reasoning --<br/>Assessing Application --<br/>Matching Items --<br/>Selected-Response Interpretive Exercises --<br/>Assessing Comprehension --<br/>Assessing Deep Understanding and Reasoning --<br/>Technology-Enhanced Selected-Response Items --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Choosing the Right Type of Constructed-Response Item --<br/>Completion Items --<br/>Short-Answer Items --<br/>Assessing Knowledge and Comprehension --<br/>Assessing Deep Understanding and Reasoning --<br/>Essay Items --<br/>Constructing Essay Items --<br/>Scoring Essays --<br/>Technology-Enhanced Scoring of Constructed-Response Items --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>What Is Performance Assessment? --<br/>Strengths and Limitations of Performance Assessments --<br/>Advantages --<br/>Disadvantages --<br/>Learning Targets for Performance Assessments --<br/>Deep Understanding --<br/>Reasoning --<br/>Skills --<br/>Communication and Presentation Skills --<br/>Psychomotor Skills --<br/>Products --<br/>Constructing Performance Tasks --<br/>Step 1: Identify the Performance Task --<br/>Restricted- and Extended-Type Performance Tasks --<br/>Step 2: Prepare the Task Description --<br/>Step 3: Prepare the Performance Task Question or Prompt --<br/>Performance Criteria --<br/>Scoring and Evaluating --<br/>Checklists --<br/>Rating Scales --<br/>Rubrics --<br/>Developing Rubrics --<br/>Holistic or Analytic? --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>What Are Portfolios? --<br/>Advantages --<br/>Disadvantages --<br/>Planning for Portfolio Assessment --<br/>Purpose --<br/>Learning Targets and Standards --<br/>Uses --<br/>Identify Physical and/or Digital Structure --<br/>Determine Nature of the Content --<br/>Determine Student Self-Reflective Guidelines and Scoring Criteria --<br/>Implementing Portfolio Assessment --<br/>Review with Students --<br/>Supplying Portfolio Content --<br/>Student Self-Reflection --<br/>Teacher Evaluation and Feedback --<br/>Checklists of Contents --<br/>Portfolio Structure Evaluation --<br/>Evaluations of Individual Entries --<br/>Evaluation of Entire Contents --<br/>Student-Teacher Conferences --<br/>Eportfolios --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Are "Noncognitive" Disposition and Skill Targets Important? --<br/>What Are Dispositional Traits and Learning Targets? --<br/>Attitude Targets --<br/>Value Targets --<br/>Motivation Targets --<br/>Self-Concept Targets --<br/>Self-Efficacy Targets --<br/>Interpersonal Skill Learning Targets --<br/>Methods of Assessing "Noncognitive" Dispositions and Skills --<br/>Teacher Observation --<br/>Unstructured Observation --<br/>Structured Observation --<br/>Teacher Interviews --<br/>Student Self-Report Questionnaires and Surveys --<br/>Constructed-Response Formats --<br/>Selected-response Formats --<br/>Student Self-Assessment --<br/>Self-Assessment Strategies --<br/>Which Method or Combination of Methods Should I Use? --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Assessing Students with Special Needs --<br/>Legal Mandates --<br/>Assessing Students for Identification --<br/>Prereferral --<br/>Formal Referral --<br/>Mild Mental Retardation --<br/>Sensory Impairment --<br/>Physical Impairment --<br/>Learning Disability --<br/>Emotional Disturbance --<br/>Attention Deficits --<br/>Assessment Difficulties Encountered by Students with Special Needs --<br/>Comprehension Difficulties --<br/>Auditory Difficulties --<br/>Visual Difficulties --<br/>Time Constraint Difficulties --<br/>Anxiety --<br/>Embarrassment --<br/>Variability of Behavior --<br/>Assessment Accommodations --<br/>Adaptations in Test Directions, Construction, and Format --<br/>Short-Answer and Essay Items --<br/>Multiple-Choice Items --<br/>Binary-Choice Items --<br/>Completion Items --<br/>Performance Assessments --<br/>Portfolios --<br/>Adaptations in Test Administration --<br/>Adaptations in Testing Site --<br/>Grading and Reporting Accommodations --<br/>Grading Accommodations --<br/>IEP Grading --<br/>Shared Grading --<br/>Contracting --<br/>Rubrics --<br/>Reporting Accommodations --<br/>English Language Learners in Inclusive Settings --<br/>Factors Influencing ELL Assessments --<br/>Language and Literacy Skill Factors --<br/>Educational Background Factors --<br/>Cultural Factors --<br/>Identifying Classroom Assessment Difficulties --<br/>Difficulty in Comprehending Test Language --<br/>Difficulty in Expressing What Is Known --<br/>Lack of Content and Cultural Knowledge in Test Items --<br/>Unfamiliarity with Different Types of Tests --<br/>Emotional Stress Note continued: Assessment Accommodations and Modifications --<br/>Test Format --<br/>Test-Taking Procedures --<br/>Evaluating Performance and Providing Feedback --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Teachers' Judgments in Grading --<br/>Objectivity --<br/>Teachers' Grading Decision Making --<br/>Functions of Marking and Grading --<br/>Providing Feedback --<br/>Basis of Comparison --<br/>Individual Student-Referenced Comparison --<br/>Norm-Referenced Grading --<br/>Standards-Based Grading --<br/>Motivation --<br/>Using Factors Other Than Academic Performance --<br/>Effort --<br/>Attendance --<br/>Attitudes --<br/>Approaches to Marking and Grading --<br/>Letter Grades --<br/>Percentage Correct --<br/>Rubrics/Checklists --<br/>Standards-Based --<br/>Written Descriptions --<br/>Determining Report Card (Composite) Grades --<br/>Select What to Include in the Final Grade --<br/>Select Weights for Each Assessment --<br/>Combining Different Scores and Grades --<br/>Weighted Categories Versus Total Points Methods --<br/>Using Judgment When Combining Grades --<br/>Cheating --<br/>Assessing the Weight of Mandated Assessments --<br/>Recognizing Teacher Fallibility --<br/>Reporting Student Progress to Parents --<br/>Report Cards --<br/>Progress Reports --<br/>Parent-Teacher Conferences --<br/>Student-Led Conferences --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>What Are Standardized and Standards-Based Tests? --<br/>Standardized Tests --<br/>Norm-Referenced Achievement Test Batteries --<br/>Aptitude Tests --<br/>Readiness Tests --<br/>Standards-Based Tests --<br/>State Standards-Based Tests --<br/>National Standards-Based Tests --<br/>Benchmark Assessments --<br/>Understanding and Interpreting Standardized and Standards-Based Test Score Reports --<br/>Test Score Report Formats --<br/>Interpreting Standardized and Standards-Based Scores --<br/>Standard Error of Measurement --<br/>Alignment --<br/>Standards-Based Interpretations --<br/>Interpreting Test Reports for Parents --<br/>Preparing Students to Take Standardized and Standards-Based Tests --<br/>Administering Standardized and Standards-Based Tests --<br/>Summary --<br/>Self-Instructional Review Exercises --<br/>Suggestions for Action Research --<br/>Fundamental Descriptive Statistics and Scaled Scores --<br/>Answers to Self-Instructional Review Exercises.
650 ## - SUBJECTS
Topical Term Educational tests and measurements.
General subdivision Examinations. Examinations -- Validity.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Books
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