Extent:
1 Online-Ressource (291 p.)
Series:
Type of publication: Book / Working Paper
Language: English
Notes:
Description based upon print version of record
A Teacher's Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning; Contents; Figures, Tables, and Exhibits; Foreword; Preface; Acknowledgments; About the Authors; Introduction: Assessment for Classroom Learning; Why Classroom Assessment Matters; What the Research and the Experts Say; The Classroom Assessment Cycle; Teachers and Change; Chapter 1: Understanding the Varieties of Assessment; Assessment Purposes; Assessment Language; Conclusion; Part One: Clarifying Learning Targets; Chapter 2: Unpacking Standards and Benchmarks; Learning Targets
Unpacking Learning TargetsChapter 3: Defining Student Expectations; Using Learning Targets to Set Student Expectations; Student Expectations Differ for Standards That Traverse Grade Levels; Teaching Standards Has Become a Bigger Challenge for Teachers; Part Two: Gathering Assessment Evidence; Chapter 4: Understanding and Selecting Assessment Methods; When to Use a Constructed Response Assessment; Gathering Evidence in General Ways; Teacher Observations; Questioning; Student-Teacher Dialogues; Gathering Evidence in a Variety of Specific Ways; Simple Product Assessments; Performance Assessments
Chapter 5: Written Product, Portfolio, and Project AssessmentsLogs, Journals, and Notebooks; Portfolios; How Projects Are Used in Assessment; Chapter 6: Designing Quality Classroom Assessment Tasks; A Task as an Assessment; How to Design Quality Assessment Tasks; Matching Tasks to Learning Targets; A Planning Template; Characteristics of Quality Assessment Tasks; Chapter 7: Creating Useful Scoring Guides; The Advantages and Disadvantages of Rubrics; Formats for Rubrics; How to Design a Rubric; Assessing the Quality of Rubrics; Part Three: Making Sense of Assessment Data
Chapter 8: Tracking and Analyzing ResultsHow to Use Assessment Information to Make Valid Inferences; How to Create Valid Inferences from Multiple Data Sources; Part Four: Linking Assessment to Instruction; Chapter 9: Revising Feedback and Instructional Plans; Teacher Beliefs and Current Practices; Instructional Strategies to Fit Particular Learning Targets; Good Feedback and How It Improves Instruction; Differentiated Instruction; Research-Based Best Practices of Teaching; Chapter 10: Using Assessment to Motivate Students; What Is Motivation?; Enhancing Student Motivation
Addressing Motivational NeedsPart Five: Related Assessment Factors; Chapter 11: Rethinking Grading Practices; The History of Grading Practices; Grading Practices That Are Counterproductive, and the Negative Effects of Grading; Characteristics of a Productive Grading Plan; Organizing a Gradebook to Support a Productive Grading Plan; Chapter 12: Challenges of High-Stakes Assessment; The Purposes Behind Large-Scale Standardized Testing; Criticisms of Large-Scale Standardized Testing; Issues in the Reporting of Test Scores
High-Stakes Tests That Affect Student Learning: Strategies Used by Teachers and Schools
ISBN: 978-1-118-11333-2 ; 978-0-7879-7877-8 ; 978-0-7879-7877-8
Source:
ECONIS - Online Catalogue of the ZBW
Persistent link: https://www.econbiz.de/10012684141