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Classroom Assessment: Principles and Practice for Effective Instruction, 3/E
James H. McMillan, Virginia Commonwealth University

ISBN-10: 0205380905
ISBN-13: 9780205380909

Publisher: Allyn & Bacon
Copyright: 2004
Format: Paper; 432 pp
Published: 08/12/2003

This item has been replaced by Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 4/E.

This book 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, as well as on how assessment is integrated with instruction. Assessment methods are integrated with instruction and presented according to when teachers evaluate students (before, during, and after an instructional unit) and the learning targets that are measured. 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 and case studies.

There are separate chapters on contemporary assessment techniques and issues, such as performance and portfolio assessments, as well as separate chapters on assessing affective targets and students with disabilities included in the regular classroom. A balance is provided with traditional forms of assessment and the need for teachers to administer, interpret, and use results from standards-based large scale assessments and other standardized tests.

Uses a friendly, non-technical, easy-to-understand writing style.

Organized by what teachers actually do so that the sequence of chapters reflects the steps teachers take in using assessment as part of instruction.

Provides strong pedagogical aids, including chapter-opening concept maps; teacher quotes; chapter summaries; suggestions for conducting action research; self-instructional review exercises with answers; and examples, diagrams, charts, and tables.

“Case Studies for Reflection” within each chapter provide application and stimuli for discussion.

An emphasis on the “deep understanding” concept allows for a better distinction between simple understanding and richer, more sophisticated understanding.

Greater emphasis on how student involvement in assessment can promote more effective learning (Chs. 2 & 5).

Greater emphasis on the influence of state-mandated, high-stakes testing is integrated throughout most chapters, illustrating how this current issue affects classroom assessment.

Summaries of revised Taxonomy of Educational Objectives (Chs. 2, 6 & 7) provide current information on how to develop learning targets.

Inclusion of new Student Evaluation Standards (Ch. 1 & Appendix) provides a summary of standards of adequacy for professional competence in assessment that teachers can follow as guidelines in practice.

All chapters conclude 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.

What Is Classroom Assessment?

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.

What's Coming.

2. Establishing Learning Targets.

What Are Learning Targets?

Types of Learning Targets.

Sources of Learning Targets.

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.

Reliability.

Evidence.

Fairness.

Positive Consequences.

Practicality and Efficiency.

4. Assessment Prior to Instruction.

Before School Begins: Learning About Your Students.

School Records.

Standardized Test.

After the First Week: Now What Do You Know about Your Students?

Teacher Expectations.

High Quality Pre-Instructional Assessment.

5. Assessing Student Progress during Instruction.

Formative and Summative Assessment.

Informal Observation.

Using Questions to Assess Student Progress.

Providing Feedback and Praise.

Student Self-Assessment.

6. Completion, Short Answer, and Selected-Response Items: Assessing Knowledge and Simple Understanding.

Preparing for Summative Assessment.

Types of Knowledge and Simple Understanding Targets.

Assessing Knowledge.

Assessing Simple Understanding: Comprehension and Application.

Putting Objective Tests Together.

7. Assessing Deep Understanding Knowledge and Reasoning: Selected-Response, Short-Answer, and Essay Items.

What Are Reasoning Skills?

Short-Answer and Selected-Response Items.

Essay Items.

Assessing Deep Understanding and Reasoning.

8. Performance Assessment: Assessing Deep Understanding, Reasoning, and Skill.

What Is Performance-Based Assessment?

Learning Targets for Performance Assessments.

Constructing Performance Tasks.

Scoring Criteria, Rubrics, and Procedures.

Performance Criteria. Rating Scales. Developing Rubrics.

9. Portfolios: Assessing, Understanding, Reasoning, Skills, and Products.

What Are Portfolios?

Planning for Portfolio Assessment.

Implementing Portfolio Assessment.

10. Assessing Affective Traits and Dispositions.

Are Affective Targets Important?

What Are Affective Traits and Learning Targets?

Methods of Assessing Affective Targets.

11. Assessing Students with Special Needs in Inclusive Settings.

Legal Mandates.

Assessing Students for Identification.

Assessment Problems Encountered by Students with Special Needs.

Assessment Accommodations.

12. Grading and Reporting Student Performance.

Teachers' Judgments.

Functions of Marking, Grading, and Reporting.

Determining Report Card Grades.

Reporting Student Progress to Parents.

13. Administering and Interpreting Standardized Tests.

Fundamental Descriptive Statistics.

Types of Derived Standardized Test Scores.

Standard Scores. Grade Equivalent Scores.

Interpretating Standardized Tests.

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.

Assessment (Ed Psych / Tests & Measurements)
Assessment / Measurement (Ed Psych / Tests & Measurements)

Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 4/E
McMillan
©2007 | Allyn & Bacon | Paper; 464 pp | Instock
ISBN-10: 0205485847 | ISBN-13: 9780205485840
Brief Description | Buy from myPearsonStore

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.

There are separate chapters on contemporary assessment techniques and issues, such as performance and portfolio assessments, as well as separate chapters on assessing affective targets and students with disabilities included in the regular classroom. A balance is provided with traditional forms of assessment and the need for teachers to administer, interpret, and use results from standards-based large scale assessments and other standardized tests.

Backcover Copy

“This text gets the important points about classroom assessment across to students in a simple straightforward manner.”
E. Michael Nussbaum
University of Nevada, Las Vegas

Classroom Assessment: Principles and Practice for Effective Instruction, 3/e provides prospective and current teachers with a practical guide to conducting a full range of high quality assessments. This book emphasizes assessment in the context of the realities of teaching and teacher decision-making, as well as on how assessment is integrated with instruction.

Considerable emphasis is placed on the nature of learning targets and how different assessments are most appropriate for different targets. Suggestions for effective practice, examples and case studies are presented for each assessment technique. Separate chapters on contemporary assessment techniques and issues, such as performance and portfolio assessments, as well as separate chapters on assessing affective targets and students with disabilities are included. A balance is provided with traditional forms of assessment and the need for teachers to administer, interpret, and use results from standards-based, large-scale assessments and other standardized tests.

Instructor manual and test bank available with this new edition!

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Classroom Assessment: Principles and Practice for Effective Instruction, CourseSmart eTextbook, 3/E
McMillan
©2004 | Allyn & Bacon | Electronic Book; 432 pp | Instock
ISBN-10: 0205467008 | ISBN-13: 9780205467006
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