Airasian presents 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. He talks to, not at users. 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. It views classroom assessment as an everyday, ongoing, integral part of teaching, not something that is separated from life in classrooms. The text is 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.
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KEY TOPICS: There is significantly increased coverage of mainstreaming and inclusion, state standards, and portfolio assessment and rubrics.
ADDED COVERAGE: Specific new coverage includes examples of how standards are linked to instructional approaches related to the standards (chapter 4); alignment of instruction and assessment; appropriate and different assessments for remembering factual knowledge, understanding conceptual knowledge, and applying procedural knowledge (chapter 6); issues of cheating: the percentage of pupils who cheat, how common cheating is, types of cheating, effectiveness of cheating protection, example of a school cheating policy (chapter 7); grading pupils with disabilities: extended coverage of disabilities and accommodations during instruction and assessment, with a focus on both legal aspects of dealing with disabilities and accommodations for particular disabilities, examples and importance of teacher¡¦s grade book, strategies and types of teacher-pupil or teacher-pupil-teacher conferences (chapter 10); reporting standardized test scores to parents, description of constructing and scoring statewide assessments (chapter 11).
OBJECTIVES AND STATE STANDARDS: A significantly revised Chapter 3 highlights objectives to instruction to assessment with greater focus on objectives and state standards. The chapter covers objectives that combine both cognitive processes (Bloom's Taxonomy) and different types of knowledge (factual, conceptual, and procedural) to strengthen the alignment of objectives and appropriate instruction approaches as well as the alignment of instructional approaches and appropriate assessments. A number of examples of statewide standards from a variety of states illustrate the benchmarks, standards, and instructional strategies that different states provide for their pupils.
ADDED CHAPTER: A new Chapter 9 focuses on applications of performance assessments; performance criteria to guide performances; rubrics: what they are, how they are constructed, and examples; portfolios: what they are, what makes a portfolio, scoring portfolios, examples, and suggestions for starting portfolio assessment.
TECHNOLOGY: Technology issues (electronic gradebooks, test administration, screen shots, and assistive technology) are now throughout the text, including thirty web sites related to educational and classroom assessment providing and describing all facets of classroom assessment.
EXTENSIVE EXAMPLES AND QUOTES: The focus throughout the text is on the realities of classrooms and how assessment techniques work in the classroom through extensive examples and quotes from real classroom teachers.
PRACTICAL GUIDELINES: A good portion of each chapter is devoted to practical guidelines for conducting the type of assessment (informal, performance, paper and pencil tests) under discussion.
VALIDITY AND RELIABILITY: The text places a valuable emphasis on validity and reliability. These central assessment concepts are introduced in the first chapter and then linked in latter chapters to each specific type of assessment information. The validity and reliability issues of informal assessment, planning and delivering instruction, grading, using paper-and-paper tests, performance assessments, and standardized testing are identified. Practical strategies to improve validity and reliability of varied assessment approaches are presented in each chapter.
SIZING-UP ASSESSMENT: Chapter 2 presents a full chapter on sizing-up assessment (assessment early in school year).
UP TO DATE: Up-to-date coverage includes grading cooperative learning activities, teacher self-assessment, and ethical issues in assessment.
COMPING GUIDELINE: Look for full three-credit Assessment course; parent text of Airasian, Assessment in the Classroom: A Concise Approach, 2e.
BOOK'S POSITION: Conceives of classroom assessment in a broader way than many other texts; views classroom assessment as an everyday, ongoing, integral part of teaching, not something that is separated from life in classrooms; presents complex concepts clearly and best practices through practical, real, well-integrated examples.
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