Classroom assessment : principles and practice for effective standards-based instruction

著者

書誌事項

Classroom assessment : principles and practice for effective standards-based instruction

James H. McMillan

Pearson/Allyn & Bacon, c2007

4th ed

  • : pbk

大学図書館所蔵 件 / 全3件

この図書・雑誌をさがす

注記

Includes bibliographical references (p. 435-440) and index

内容説明・目次

内容説明

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.

目次

Each chapter concludes with "Summary," "Self- Instructional Review Exercises," "Answers to Self-Instructional Review Exercises," and "Suggestions for Action-Research." 1. The Role of Assessment in Teaching. Integrating Instruction and Assessment. The Realities of Teaching. Instructional Decision-Making and Assessment. What Is Classroom Assessment? Purpose. Measurement Evaluation. Use. Research on Learning, Motivation, Instruction, and Curriculum: Implications for Assessment. Recent Trends in Classroom Assessment. Teachers' Classroom Assessment and Grading Practices Decision-Making. Assessment Standards for Teachers. 2. Establishing Learning Targets. What Are Learning Targets? Educational Goals. Objectives. Standards-Based Education. Criteria. Expectations. Learning Targets. Types of Learning Targets. Knowledge and Simple Understanding Learning Targets. Deep Understanding and Reasoning Learning Targets. Skill Learning Targets. Product Learning Targets. Affective Learning Targets. Sources of Learning Targets. Bloom's Taxonomy of Objectives Bloom's Revised Taxonomy of Objectives. Professional Preparation. Textbooks. Existing Lists of Objectives. National Standards. Criteria for Selecting Learning Targets. 3. Establishing High Quality Classroom Assessments. What Is High Quality Classroom Assessment? Clear and Appropriate Learning Targets. Appropriateness of Assessment Methods. Types of Assessment Methods. Matching Targets with Methods. Validity. What Is a Valid Assessment? How Is Validity Determined? Reliability. What is a Reliable Score? Assessment Error. How is Reliability Determined? Sources of Reliability. Evidence Based on Stability. Evidence Based on Equivalent Forms. Evidence Based on Internal Consistency. Evidence Based on Decision Consistency. Factors Influencing Reliablity Estimates. Fairness. Student Knowledge of Learning Tasks and Assessments. Opportunity to Learn. Prerequisite Knowledge and Skills. Avoiding Stereotypes. Avoiding Bias in Assessment Tasks and Procedures. Accommodating Special Needs. Positive Consequences. Positive Consequences on Students. Positive Consequences on Teachers. Practicality and Efficiency. Teacher Familiarity with the Method. Time Required. Complexity of Administration. Ease of Scoring. Ease of Interpretation. Cost. 4. Assessment Prior to Instruction. Before School Begins: Learning About Your Students. School Records. Norm-Referenced Standardized Test Scores. After the First Week: Now What Do You Know about Your Students? Informal Observation. Structured Exercises. Pretests. Teacher Expectations. High Quality Pre-Instructional Assessment. Clear and Appropriate Learning Targets. Appropriateness of Assessment Methods. Validity. Reliability. Fairness. Positive Consequences. Practicality and Efficiency. 5. Assessing Student Progress during Instruction. Formative and Summative Assessment. Informal Observation. Assessing Nonverbal Behavior. Facial Expressions. Body Language. Gestures. Assessing Voice-Related Cues. Sources of Error in Informal Observation. Using Oral Questions to Assess Student Progress. Purposes of Questions. Characteristics of Effective Questioning to Assess Student Progress. Using Homework, In-Class Assignments, and Quizzes. Homework In-Class Assignments Quizzes Providing Feedback and Praise. Characteristics of Effective Feedback. Characteristics of Effective Praise. Student Self-Assessment. 6. Completion, Short Answer, and Selected-Response Items: Assessing Knowledge and Simple Understanding. Preparing for Summative Assessment. Representative Sampling. Length and Number of Assessments. Use of Assessments Provided by Textbook and Test Publishers. Preparing Students for Summative Assessments. Scheduling the Summative Assessment. When Summative Assessments Should Be Constructed. Types of Knowledge and Simple Understanding Targets. Knowledge Representation. Declarative Knowledge and Understanding. Procedural Knowledge and Understanding. Assessing Knowledge. Completion and Short-Answer Items. Matching Items. True-False and Other Binary-Choice Items. Multiple-Choice Items. Assessing Simple Understanding: Comprehension and Application. Assessing Comprehension. Assessing Application. Putting Tests Together. Preparing Test Directions. Arranging Items. Physical Layout of the Test. 7. Selected-Response, Short-Answer, and Essay Items: Assessing Deep Understanding and Reasoning What is Deep Understanding? What Are Reasoning Skills? Bloom's Taxonomy of Cognitive Domain Revision of Bloom's Taxonomy Ennis's Taxonomy of Critical Thinking Dispositions and Abilities Quellmatz and Hoskyn's Framework for Reasoning Strategies Assessing Deep Understanding and Reasoning Short-Answer and Selected-Response Items Essay Items 8. Performance Assessment: Assessing Deep Understanding, Reasoning, and Skill. What Is Performance-Based Assessment? Strengths and Limitations of Performance Assessments Learning Targets for Performance Assessments Deep Understanding Resoning Kills Products Constructing Performance Tasks. Restricted- and Extended-Type Performance Tasks. Performance Task Descriptions and Contexts. Performance Task Question or Prompt. Criteria and Rubrics. Performance Criteria. Rating Scales. Rubrics. 9. Portfolios: Assessing Understanding, Reasoning, Skills, and Products. What Are Portfolios? Advantages. Disadvantages. Planning for Portfolio Assessment. Purpose. Identify Physical Structure. Determine Sources of Content. Determine Student Self-Reflective Guidelines and Scoring Criteria. Implementing Portfolio Assessment. Review with Students. Supplying Portfolio Content. Student Self-Evaluations. Teacher Evaluation. Student-Teacher Conferences. 10. Assessing Affective Traits and Dispositions. Are Affective Targets Important? What Are Affective Traits and Learning Targets? Attitude Targets. Value Targets. Motivation Targets. Academic Self-Concept Targets. Social Relationship Targets. Classroom Environment Targets. Affective Domain of the Taxonomy of Educational Objectives. Methods of Assessing Affective Targets. Teacher Observation. Student Self-Report. Peer Ratings. Which Method or Combination of Methods Should I Use? Assuring Anonymity. 11. Assessing Students With Special Needs in Inclusive Settings. Legal Mandates. Assessing Students for Identification. Steps Prior to Identification. Identification. Limited -English-Proficient Students. Assessment Problems 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 and Construction. Adaptations in Test Administration. Adaptations in Testing Site. Grading Accommodations. Reporting Accommodations. 12. Grading and Reporting Student Performance. Teachers' Judgments in Grading. Functions of Marking and Grading Providing Feedback Incorporating Factors Other Than Performance Basis of Comparison Motivation Approaches to Marking and Grading Letter Grades Percentage Correct Pass-Fail Checklists Standards-Based Written Descriptions Determining Report Card Grades. Select What to Include in the Final Grade. Select Weights for Each Assessment. Combining Different Scores and Grades. Suggestions for Fair Grading. Reporting Student Progress to Parents. Report Cards. Written Information. Parent-Teacher Conferences. Student-Led Conferences. 13. Administering and Interpreting Standardized Tests. Fundamental Descriptive Statistics. Frequency Distributions. Measures of Central Tendency. Measures of Variability. Measures of Relationship. Standard Scores. Grade Equivalents. Types of Derived Standardized Test Scores. Standard Scores. Grade Equivalent Scores. Interpretating Standardized Tests. Standard Error Measurement. Interpretating of Norm-Referenced Standardized Tests. Criterion-Referenced Interpretations. Understanding Standardized Test Score Reports. Interpreting Test Reports for Parents. Preparing Students for Taking Standardized Tests. Administering Standardized Tests. References. Appendix A: National Content Standards Projects. Appendix B: The Scope of Teachers' Professional Role and Responsibilities for Student Assessment. Appendix C: Software Packages for Grading and Item Banking. Appendix D: Glossary. Index.

「Nielsen BookData」 より

詳細情報

ページトップへ