Classroom Assessment

ISBN-10: 0073403768
ISBN-13: 9780073403762
Edition: 6th 2008 (Revised)
List price: $110.33
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Description: Classroom Assessment: Concepts and Applicationsviews classroom assessment as an everyday, ongoing, integral part of teaching, not something that is separated from life in classrooms. The text is thus organized in a manner that follows the natural  More...

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Book details

List price: $110.33
Edition: 6th
Copyright year: 2008
Publisher: McGraw-Hill Companies, The
Publication date: 7/24/2007
Binding: Paperback
Pages: 448
Size: 7.25" wide x 8.75" long x 0.75" tall
Weight: 1.672
Language: English

Classroom Assessment: Concepts and Applicationsviews classroom assessment as an everyday, ongoing, integral part of teaching, not something that is separated from life in classrooms. The text is thus organized in a manner that follows 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, real, 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.

Peter W. Airasian is Professor of Education at Boston College, where he is Chair of the Educational Research, Measurement, and Evaluation Program. His main teaching responsibilities are instructing pre- and in-service teachers in classroom assessment strategies. He received his Ph.D. from the University of Chicago, with a concentration in testing, evaluation, and assessment. He is a former high school chemistry and biology teacher. He has authored numerous books on assessment, including of Minimal Competency Testing (1979), School Effectiveness: A Reassessment of the Evidence (1980), The Effects of Standardized Testing (1982), Teacher Evaluation Toolkit (1997), Assessment in the Classroom (1997 and 2000), and Classroom Assessment (1991, 1994, 1997, and 2001)). He is a past Chair of the American Educational Research Association’s Special Interest Group on Classroom Assessment. Currently, he is continuing his study of the role of assessments in classrooms and examining issues related to the evaluation of teachers.

Michael Russell is Associate Professor of Education at Boston College’s Lynch School of Education where he directs the Technology and Assessment Study Collaborative. His research and teaching interests lay at the intersection of assessment and technology. He teaches classroom assessment for pre-service students and courses that focus on issues in testing, assessment, and evaluation to graduate students. He has conducted several studies that focus on the use of computer-based technologies to increase test validity. These research issues include computers and writing, computer-based test accommodations for students with special needs, developing diagnostic tests for teachers to use in the classroom, and improving the instructional utility of large-scale tests. He is author of Technology and Assessment: the Tale of Two Interpretations.

Preface
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
Appopria
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
Instructional Planning
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 Improving
Assessment during Instruction
Questioning: Purposes and Strategies
Accommodations during Instruction
Summative Assessments
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
Assembling Tests
Administering Tests
Issues of Cheating Scoring Paper-and-Pencil Tests
Analying Item Validity Discussing Test
Results wAnalyzingents Universal
Design and Test Accommodations
Performance Assessments
The General Role of Performance Assessments
Performance Assessment in Schools Developing
Performance Assessments
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
Glossary
References
Name Index
Subject Index

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