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Preface
Chapter 1: Why is Assessment Essential?
Introduction
A Broad View: Assessment and Democratic Values
The Key Question: Will This Help My Students Learn?
Equal Access to Educational Opportunity
Self-Governing Skills for Participation in a Democracy
Traditional Functions of Schools: Sorting and Performance
Transforming Functions of Schools: Helping All Children with Mastery Goals
Assessment Tasks that Enhance Mastery Goals
Promoting Mastery Goals through Assessment: Examples
The Importance of Critical Thinking
An Overview of Assessment
Purposes of Assessment
Action Research and the Inquiry Stance
Inquiry Stance
Ethics and Assessment
Do No Harm
Avoid Score Pollution
Examples from Classrooms and Headlines
Judgment Calls
Harder Judgment Calls
Your Turn
Final Thoughts on Ethics and Assessment
Key Chapter Points
Helpful Websites
Chapter Review Questions
References
Chapter 2: Learning Goals: The First Step
Introduction
Defining and Using Learning Goals
Backward Design
Benefits of Specifying Learning Goals
Where Do Learning Goals Come From?
State and National Content Standards
District Curriculum Guides
Teacher Editions
Too Many Learning Goals, Too Little Time: Selecting Learning Goals
How Do I Write Good Learning Goals?
Selecting the Verb
Writing the Noun Phrase
Specificity of Learning Goals
Simplifying Learning Goals
Student Input to Learning Goals
Learning Goals, Critical Thinking Skills, and Taxonomies
Cognitive Taxonomies
Affective and Psychomotor Taxonomies
Tables of Specifications
Benefits of a Table of Specifications
Using a Modified Table of Specifications for Test Design
Challenges in Using a Table of Specifications
Case Study Applications
Key Chapter Points
Helpful Websites
Chapter Review Questions
References
Chapter 3: Diagnostic Assessment: Ensuring Student Success from the Beginning
Introduction
Before You Begin: High Expectations and Behaviors That Convey Them
Choose Your Sources of Information Wisely
Before Classes Start
After You Meet Your Students
As You Begin a New Unit of Instruction
Key Steps in Designing Pre-Unit Diagnostic Assessments
1.Prioritize Content from Your Learning Goals
2.Design and Administer Brief Measures of Top Priority Content
3.Gather Other Useful Information
Making the Most of Your Diagnostic Assessments
Accommodations for Diverse Learners in Diagnostic Assessment
Students with Fine Motor Difficulties
Students Learning English
Students Who Have Already Mastered the Learning Goals
Students Who Have Difficulty Focusing Attention
Students with Literacy Skills below Typical Peers
Students Who Lack Familiarity with U.S. School Culture
Final Thoughts on Accommodation for Diagnostic Assessment
Case Study Application
Key Chapter Points
Helpful Websites
Chapter Review Questions
References
Chapter 4: Formative Assessment: Ongoing Assessment to Promote Student Success
Introduction
Formative Assessment: The Essential Link between Teaching and Learning
Element 1: Make Students Aware of the Learning Goals and Evaluation Standards
Element 2: Provide Formative Tasks that Involve Understanding and Application
Element 3: Provide Students with Feedback to Close Any Gaps
Element 4: Avoid Grading Formative Tasks
Element 5: Offer Students an Opportunity to Close Any Gaps
Element 6: Use Formative Assessment for Enhancing Instruction
Accommodations for Diverse Learners for Formative Assessment
Case Study Application
Key Chapter Points
Helpful Websites
Chapter Review Questions
References
Chapter 5: Progress Monitoring: Assessment as a Motivational Tool
Introduction
Goal Setting as the First Key Step
Commitment
Specific, Shorter-Term Goals
Formative Tasks as the Foundation for Monitoring Growth
Two Approaches to Progress Monitoring
Mastery Monitoring
General Outcome Measurement
Issues to Consider: Progress Monitoring
Summarizing Data for Groups
Frequency Distributions
Measures of Central Tendency
Building a Useful Table: An Analysis and Communication Tool
Disaggregation Uncovers Hidden Trends
Case Study Application
Key Chapter Points
Helpful Websites
Chapter Review Questions
References
Chapter 6: Essential Characteristics of Assessment
Introduction
Reliability: Are We Getting Consistent Information?
Sources of Error
Sufficiency of Information
Improving Reliability in Classroom Assessments
Validity: Will Scores Support Us In Making Good Decisions?
Importance of Purpose in Considering Validity
Evidence for Validity
Improving Validity in Classroom Assessments
Relationship between Reliability and Validity
Avoiding Bias in Assessments
Unfair Penalization
Opportunity to Learn
Teacher Bias
Representing the Diversity of the Classroom
Stereotypical Representation
Contextual Invisibility
Historical Distortions
Keeping the Three Democratic Values in Mind
Equal Access to Educational Opportunity
Skills for Democratic Participation
Development of Critical Thinking Skills
Case Study Application
Key Chapter Points
Helpful Websites
Chapter Review Questions
References
Chapter 7: Teacher Made Assessments: Multiple Choice and Other Selected-Response Items
Introduction
Aligning Items with Learning Goals and Thinking Skills
Selected-Response Formats
Multiple-Choice Formats
True-False Formats
Matching Formats
Interpretive Exercises and Assessing Higher-Level Cognitive Levels
Guidelines for Item Development
General Guidelines for All Selected-Response Formats
Guidelines for Specific Test Formats
Pitfalls to Avoid: Top Challenges in Designing
Selected-Response Items
Constructing the Assessment
The Value of Student-Generated Items and Critical Thinking
Accommodations for Diverse Learners: Selected Response Items
Students with Fine Motor Difficulties
Students with Sensory Challenges
Students Learning English
Students Who Have Already Mastered the Learning Goals
Students Who Have Difficulty Focusing Attention
Students with Literacy Skills below Typical Peers
Students Who Lack Familiarity with School Culture
Case Study Application
Key Chapter Points
Helpful Websites
Chapter Review Questions
References
Chapter 8: Teacher Made Assessments: Short Answer and Essay
Introduction
Aligning Items with Learning Goals and Thinking Skills
Constructed Response Formats
Short-Answer Formats
Essay Formats
Guidelines for Item Development
General Guidelines for All Constructed-Response Formats
Guidelines for Specific Item Formats
Constructing the Assessment
Scoring the Assessment
Scoring Short-Answers
Scoring Essays
Developing a Scoring Guide
Factors Contributing Error to Essay Scores
Pitfalls to Avoid: Top Common Challenges in Constructed-Response Items and Scoring Guides
Essay Pitfalls
Scoring Guide Pitfalls
The Value of Student-Generated Items and Critical ThinkingA
ccommodations for Diverse Learners: Constructed-
Response Items
Case Study Application
Key Chapter Points
Helpful Websites
Chapter Review Questions
Chapter 9: Teacher-Made Assessments: Performance Assessments
Introduction
Aligning Items with Learning Goals and Thinking Skills
When To Use Performance Assessments
Guidelines for Task Development
Specify the Understanding and Skills to be Addressed
Build Meaningfulness into the Task
Determine the Response Format
Consider the Materials and the Resources Required
Address the Degree of Structure for a Task
Monitor the Reading Demands
Address Logistics in Task Directions
Scoring the Assessment
Weighting Performance Criteria
Attaching a Grade Scale
Pitfalls to Avoid: Top Challenges in Performance Assessments
Keep the Task Related to Learning Goals
Provide Practice before Assigning the Task
Limit the Number of Performance Criteria in the Rubric
The Value of Student-Generated Items and Critical Thinking
Accommodations for Diverse Learners: Performance Tasks
Students with Fine Motor Difficulties
Student with Sensory Challenges
Students Learning English
Students Who Have Already Mastered Learning Goals
Students Who Have Difficulty Focusing Attention
Students with Literacy Skills below Typical Peers
Case Study Application
Key Chapter Points
Helpful Websites
Chapter Review Questions
References
Chapter 10: Gra...
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