This brief inexpensive version of the author's larger text is nearly 30% shorter and is designed either for the increasing number of brief (1-2 hour) assessment courses or for broader courses where assessment is one of several major topics covered. It is ideal for those 6-9 hour block courses (sometimes spanning two semesters) that cover a variety of major topics such as assessment, classroom management, and general methods. Like the bigger book, this one ties assessment into every type of teacher decision making: from organizing the class as a social system to planning and conducting instruction to the formal evaluation of learning and, finally, to grading. The goal is to show students that assessment is part of their daily routine. This edition features a new, full chapter on sizing-up assessment (assessment early in the school year), expanded treatment of accommodating pupils with disabilities, more on state-wide standards and assessments, updated performance/alternative assessment, and descriptions of twenty Web sites related to educational assessment. This is the most teacher-friendly assessment text on the market.
"synopsis" may belong to another edition of this title.
Sizing-up assessment, assessment conducted early in the school year to organize and learn about pupils, is now a separate chapter to emphasize its importance.
New topics include: expanded treatment of accommodating pupils with disabilities, increased links between objectives and types of instructional approaches, more on state-wide standards and assessments with examples, an updated performance/alternative assessment chapter, and descriptions of twenty Web sites related to educational assessment.
Because of its length and price, it can be used either in short, 1-2 hour assessment courses or in any course in which assessment is a major component of the course.
Shows how assessment principles apply to the full range of decisions that teachers must make, not just to the formal evaluation of learning.
A good portion of each chapter presents practical guidelines to follow and common errors to avoid when conducting the type of assessment under discussion. This is the most teacher-friendly assessment text on the market.
These two central concepts are explained in chapter 1 and then linked in later chapters to each specific type of assessment.
Provides a thorough discussion of the various types of performance assessment, including portfolio assessment.
The grading chapter contains a section on how to grade students working in cooperative arrangements.
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.
"About this title" may belong to another edition of this title.
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