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Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction: International Edition - Softcover
Synopsis
With a new focus on 21st century skills, Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 6/e shows teachers how to create high-quality assessments of every kind. Taking a non-technical approach, it looks at the role of assessment in teaching and how it can influence teaching decisions. Exploring formative, summative, performance-based and non-cognitive assessment, it pinpoints how to establish credible learning targets and select assessments that fairly measure those goals. Suggestions for effective practice accompany each assessment technique. Examples, case studies, and teacher interviews illustrate assessment techniques in action.
From Reviews of the Book
“The text goes into more depth about targets/standards, formative assessment and special education assessment than my current text. . . . I think the chapters about writing actual test items are exceptional. The examples, the content, and the explanations are all clear and practical.”
--Kristen Bjork, University of Nevada - Las Vegas
“In selection of this text when I was initially choosing, I liked the in-depth coverage of performance assessments and rubrics, I also liked the level of the language . . . this book was informative but an easy read.”
--Patricia A. Lutz, Kutztown University
"synopsis" may belong to another edition of this title.
About the Author
James H. McMillan is professor and chair of foundations of education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in education program. He is also director of the Metropolitan Educational Research Consortium, a partnership of Virginia Commonwealth University and seven Richmond-area school divisions that conducts and disseminates action and applied research. His current research interests include classroom and large-scale assessment. He has recently published the third edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educational research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educational Measurement: Issues and Practice.
From the Back Cover
With a new focus on 21st century skills, Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 6/e shows teachers how to create high-quality assessments of every kind. Taking a non-technical approach, it looks at the role of assessment in teaching and how it can influence teaching decisions. Exploring formative, summative, performance-based and non-cognitive assessment, it pinpoints how to establish credible learning targets and select assessments that fairly measure those goals. Suggestions for effective practice accompany each assessment technique. Examples, case studies, and teacher interviews illustrate assessment techniques in action.
From Reviews of the Book
“The text goes into more depth about targets/standards, formative assessment and special education assessment than my current text. . . . I think the chapters about writing actual test items are exceptional. The examples, the content, and the explanations are all clear and practical.”
--Kristen Bjork, University of Nevada - Las Vegas
“In selection of this text when I was initially choosing, I liked the in-depth coverage of performance assessments and rubrics, I also liked the level of the language . . . this book was informative but an easy read.”
--Patricia A. Lutz, Kutztown University
"About this title" may belong to another edition of this title.
- PublisherPearson
- Publication date2013
- ISBN 10 013351062X
- ISBN 13 9780133510621
- BindingPaperback
- LanguageEnglish
- Edition number6
- Number of pages480
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