000			12574nam a22001817a 4500
999			_c2523 _d2523
020			_a9780133119428
022			_a0133119424
050			_aLB3051 _b.M22
100			_aJames H. McMillan
245			_aClassroom assessment : principles and practice for effective standards-based instruction _cJames H. McMillan, Virginia Commonwealth University.
250			_a Sixth edition
260			_aBoston : _bPearson, _c [2014]
300			_axvii, 454 pages : _billustrations ; _c 23 cm
500			_aIncludes bibliographical reference and index.
505			_aMachine generated contents note: Bigger Picture Context of Classroom Assessment -- 21st-Century Knowledge, Skills, and Dispositions -- Technology -- Principles of Cognitive and Sociocultural Learning and Motivation -- Standards-Based Education -- High-Stakes Testing -- Integrating Instruction and Assessment -- Realities of Teaching -- Instructional Decision Making and Assessment -- Components of Classroom Assessment -- Purpose -- Measurement -- Interpretation -- Use -- Diagnosis -- Grading -- Instruction -- Recent Trends in Classroom Assessment -- Teachers' Classroom Assessment and Grading Practices Decision Making -- Classroom Assessment Knowledge and Skills for Teachers -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Knowing Where Your Students Are Going -- Revisiting the Big Picture -- Goals -- Standards -- State Standards -- Common Core State Standards -- Educational Objectives -- Taxonomies of Educational Objectives -- Bloom's Taxonomy of Objectives -- Bloom's Revised Taxonomy of Objectives -- Marzano and Kendall's New Taxonomy -- Learning Targets -- Types of Knowledge Targets -- Knowledge Representation -- Declarative Knowledge and Understanding -- Procedural Knowledge and Understanding -- Deep Understanding and Reasoning -- Criteria for Selecting Learning Targets -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- What Is High-Quality Classroom Assessment? -- Clear and Appropriate Learning Targets -- Alignment of Assessment Methods and Learning Targets -- Types of Assessment Methods -- Matching Targets with Methods -- Knowledge and Simple Understanding -- Deep Understanding and Reasoning -- Skills -- Products -- Affect/Dispositions -- Validity -- What Is a Valid Assessment? -- How Is Validity Determined? -- Content-Related Evidence -- Criterion-Related Evidence -- Consequential Evidence -- Reliability -- What Is a Reliable Score? -- Assessment Error -- How Is Reliability Determined for Classroom Assessments? -- How to Improve Classroom Assessment Reliability -- Fairness -- Transparency: Student Knowledge of Learning Targets and Assessments -- Opportunity to Learn -- Prerequisite Knowledge and Skills -- Avoiding Student Stereotyping -- Avoiding Bias in Assessment Tasks and Procedures -- Accommodating Special Needs and English Language Learners -- Model of Fairness in Classroom Assessment -- Positive Consequences -- Positive Consequences for Students -- Positive Consequences for Teachers -- Alignment with Standards -- Practicality and Efficiency -- Teacher Familiarity with the Method -- Time Required -- Complexity of Administration -- Ease of Scoring -- Ease of Interpretation -- Cost -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- What Is Formative Assessment? -- Process of Formative Assessment -- Characteristics of Formative Assessment -- Gathering Informal Formative Assessment Evidence -- Informal Formative Assessment Observation -- Assessing Nonverbal Behavior -- Assessing Voice-Related Cues -- Sources of Error in Informal Observation -- Informal Oral Questioning -- Characteristics of Effective Questioning -- Formal Formative Assessment -- Structured Exercises -- Pretests -- Homework -- In-Class Assignments -- Quizzes and Unit Tests -- Classroom Response Systems -- Interim Assessments -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Providing Effective Feedback -- Types of Feedback -- Goal Referenced -- Scaffolded -- Self-Referenced -- Standards-Referenced -- Determining the Nature of the Feedback -- Amount -- Timing -- Mode -- Audience -- Type of Task -- Differentiated Formative Feedback -- Learner Level of Ability -- Grade Level -- Subject -- Anticipating Feedback -- What About Giving Praise? -- Instructional Adjustments -- Mastery Learning -- Differentiated Instruction -- Response to Intervention -- Learning Progressions -- Model of Instructional Adjustments for Formative Assessment -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Planning Summative Assessment -- Representative Sampling -- Use Assessment Blueprint -- Number of Items -- Number and Length of Assessments -- Grade Level -- Type of Item -- Use of Assessments Provided by Textbook and Test Publishers and School Districts -- Preparing Students for Summative Assessments -- Assessment-Taking Skills and Testwiseness -- Item Type and Format -- Assessment Anxiety -- When to Construct Summative Assessments -- Putting Summative Assessments Together -- Preparing Assessment Directions -- Arranging Items -- Physical Layout -- Administering Summative Assessments -- Use of Summative Assessments -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Multiple-Choice Items -- Assessing Knowledge and Comprehension -- Assessing Application -- Assessing Deep Understanding and Reasoning -- Binary-Choice Items -- Assessing Knowledge and Comprehension -- Assessing Deep Understanding and Reasoning -- Assessing Application -- Matching Items -- Selected-Response Interpretive Exercises -- Assessing Comprehension -- Assessing Deep Understanding and Reasoning -- Technology-Enhanced Selected-Response Items -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Choosing the Right Type of Constructed-Response Item -- Completion Items -- Short-Answer Items -- Assessing Knowledge and Comprehension -- Assessing Deep Understanding and Reasoning -- Essay Items -- Constructing Essay Items -- Scoring Essays -- Technology-Enhanced Scoring of Constructed-Response Items -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- What Is Performance Assessment? -- Strengths and Limitations of Performance Assessments -- Advantages -- Disadvantages -- Learning Targets for Performance Assessments -- Deep Understanding -- Reasoning -- Skills -- Communication and Presentation Skills -- Psychomotor Skills -- Products -- Constructing Performance Tasks -- Step 1: Identify the Performance Task -- Restricted- and Extended-Type Performance Tasks -- Step 2: Prepare the Task Description -- Step 3: Prepare the Performance Task Question or Prompt -- Performance Criteria -- Scoring and Evaluating -- Checklists -- Rating Scales -- Rubrics -- Developing Rubrics -- Holistic or Analytic? -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- What Are Portfolios? -- Advantages -- Disadvantages -- Planning for Portfolio Assessment -- Purpose -- Learning Targets and Standards -- Uses -- Identify Physical and/or Digital Structure -- Determine Nature of the Content -- Determine Student Self-Reflective Guidelines and Scoring Criteria -- Implementing Portfolio Assessment -- Review with Students -- Supplying Portfolio Content -- Student Self-Reflection -- Teacher Evaluation and Feedback -- Checklists of Contents -- Portfolio Structure Evaluation -- Evaluations of Individual Entries -- Evaluation of Entire Contents -- Student-Teacher Conferences -- Eportfolios -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Are "Noncognitive" Disposition and Skill Targets Important? -- What Are Dispositional Traits and Learning Targets? -- Attitude Targets -- Value Targets -- Motivation Targets -- Self-Concept Targets -- Self-Efficacy Targets -- Interpersonal Skill Learning Targets -- Methods of Assessing "Noncognitive" Dispositions and Skills -- Teacher Observation -- Unstructured Observation -- Structured Observation -- Teacher Interviews -- Student Self-Report Questionnaires and Surveys -- Constructed-Response Formats -- Selected-response Formats -- Student Self-Assessment -- Self-Assessment Strategies -- Which Method or Combination of Methods Should I Use? -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Assessing Students with Special Needs -- Legal Mandates -- Assessing Students for Identification -- Prereferral -- Formal Referral -- Mild Mental Retardation -- Sensory Impairment -- Physical Impairment -- Learning Disability -- Emotional Disturbance -- Attention Deficits -- Assessment Difficulties Encountered by Students with Special Needs -- Comprehension Difficulties -- Auditory Difficulties -- Visual Difficulties -- Time Constraint Difficulties -- Anxiety -- Embarrassment -- Variability of Behavior -- Assessment Accommodations -- Adaptations in Test Directions, Construction, and Format -- Short-Answer and Essay Items -- Multiple-Choice Items -- Binary-Choice Items -- Completion Items -- Performance Assessments -- Portfolios -- Adaptations in Test Administration -- Adaptations in Testing Site -- Grading and Reporting Accommodations -- Grading Accommodations -- IEP Grading -- Shared Grading -- Contracting -- Rubrics -- Reporting Accommodations -- English Language Learners in Inclusive Settings -- Factors Influencing ELL Assessments -- Language and Literacy Skill Factors -- Educational Background Factors -- Cultural Factors -- Identifying Classroom Assessment Difficulties -- Difficulty in Comprehending Test Language -- Difficulty in Expressing What Is Known -- Lack of Content and Cultural Knowledge in Test Items -- Unfamiliarity with Different Types of Tests -- Emotional Stress Note continued: Assessment Accommodations and Modifications -- Test Format -- Test-Taking Procedures -- Evaluating Performance and Providing Feedback -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Teachers' Judgments in Grading -- Objectivity -- Teachers' Grading Decision Making -- Functions of Marking and Grading -- Providing Feedback -- Basis of Comparison -- Individual Student-Referenced Comparison -- Norm-Referenced Grading -- Standards-Based Grading -- Motivation -- Using Factors Other Than Academic Performance -- Effort -- Attendance -- Attitudes -- Approaches to Marking and Grading -- Letter Grades -- Percentage Correct -- Rubrics/Checklists -- Standards-Based -- Written Descriptions -- Determining Report Card (Composite) Grades -- Select What to Include in the Final Grade -- Select Weights for Each Assessment -- Combining Different Scores and Grades -- Weighted Categories Versus Total Points Methods -- Using Judgment When Combining Grades -- Cheating -- Assessing the Weight of Mandated Assessments -- Recognizing Teacher Fallibility -- Reporting Student Progress to Parents -- Report Cards -- Progress Reports -- Parent-Teacher Conferences -- Student-Led Conferences -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- What Are Standardized and Standards-Based Tests? -- Standardized Tests -- Norm-Referenced Achievement Test Batteries -- Aptitude Tests -- Readiness Tests -- Standards-Based Tests -- State Standards-Based Tests -- National Standards-Based Tests -- Benchmark Assessments -- Understanding and Interpreting Standardized and Standards-Based Test Score Reports -- Test Score Report Formats -- Interpreting Standardized and Standards-Based Scores -- Standard Error of Measurement -- Alignment -- Standards-Based Interpretations -- Interpreting Test Reports for Parents -- Preparing Students to Take Standardized and Standards-Based Tests -- Administering Standardized and Standards-Based Tests -- Summary -- Self-Instructional Review Exercises -- Suggestions for Action Research -- Fundamental Descriptive Statistics and Scaled Scores -- Answers to Self-Instructional Review Exercises.
650			_aEducational tests and measurements. _xExaminations. Examinations -- Validity.
942			_cBK