This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works.
Author: Thomas A. Angelo
Publisher: Jossey-Bass Incorporated Pub
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today.
Classroom Assessment: Principles and Practice for Effective Standards-based Instruction. "The 4th edition of McMillan, "Classroom Assessment," has the essentials teachers should know when they are in the field.
Author: James H. McMillan
Publisher: Allyn & Bacon
Classroom Assessment: Principles and Practice for Effective Standards-based Instruction.
AbstractThe primary objective of this study was to examine and identify Classroom Assessment Techniques that might provide and help teachers through assessment and evaluation processes.
Author: Almighty Tabuena
AbstractThe primary objective of this study was to examine and identify Classroom Assessment Techniques that might provide and help teachers through assessment and evaluation processes. To achieve this objective, the study answered the following specific questions:1. What is the performance of the students before and after the implementation of Classroom Assessment Techniques (CATs)?2. Is there a significant difference between the mean score of the students before and after the implementation of Classroom Assessment Techniques (CATs)?3. Is there a gain in score in the students' performance with the use of Classroom Assessment Techniques (CATs)?4. What are the students' perceptions in the use of Classroom Assessment Techniques (CATs)?5. What are the Classroom Assessment Techniques (CATs) that might provide and help teachers through assessment and evaluation processes in music, arts, physical education and health (MAPEH)?The study was conducted at Jose Abad Santos High School (Binondo, Manila) during the third grading period of school year 2016-2017. The samples of the study were 20 students. The study was conducted for four weeks (20 days). This study utilized the inferential statistical data analysis, experimental design. Quantitative and qualitative data analyses were employed. The instruments used in the study were teacher-made quiz, classroom assessment techniques (CATs) sample assessment (questions), lesson plans, instructional devices, and perception survey questionnaire (research questionnaires).The result of the t-test at 0.05 level of significance revealed that there is a significant difference between the pre-evaluation and post evaluation in MAPEH after using classroom assessment techniques. The mean scores of 86.475 in the post evaluation were significantly higher than the mean scores of 77.2125 in the pre-evaluation. The mean difference of 9.2625 shows that classroom assessment techniques improved students' performance in MAPEH. The students perceived positively on the use of CATs as revealed in the perception survey questionnaire.
Learn how to increase students' understanding with creative formative assessments that help identify what students know and don't know, and what types of instructional interventions will be most effective.
• Provides detailed information on · the functions of assessment; · how to construct, administer, and interpret the results of teacher-developed assessment techniques; and · how to interpret the results of externally developed ...
Author: Dr Craig A Mertler
• Provides detailed information on · the functions of assessment; · how to construct, administer, and interpret the results of teacher-developed assessment techniques; and · how to interpret the results of externally developed instruments such as standardized tests. • Both traditional and newer, alternative assessment techniques are covered. • Advantages and disadvantages of each assessment technique are discussed. • A companion website helps both instructors and students obtain additional information on topics of special interest to them. • Numerous examples of the principles and procedures make it easy for students to understand the material. • The highly practical nature of this book stems from the focus on how assessment intertwines with other everyday activities in classrooms. • Measurement theory and computational procedures that are unlikely to be used by classroom teachers are de-emphasized, producing a textbook that provides comprehensive coverage without being unnecessarily technical.
The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment.
Author: Gary D. Phye
Publisher: Academic Press
The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss current theories. The book also features assessment of academic self-concept and subjective well-being in children and adolescents. The Handbook provides successfully field-tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages, and the visual arts. Contributing chapter authors share the unique distinction of having backgrounds that include both the development of assessment theory and first hand experience translating theory into practice at the classroom, school site, state, or national level. The book is divided into four sections. Section I discusses the top five theories with respect to what learning is, how it's related to achievement, and how we assess both in the classroom setting. Section II on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12. Assessment of classroom learning, Section III, presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades. Section IV on classroom practices includes an assessment of general reasoning skills and performance and how to develop a grading philosophy. Key Features * Explains the why, what, and how of classroom assessment * Combines theory and practice for a multidimensional approach to assessment * Presents test instruments and techniques specific to measuring various skills * Uses field-tested examples of assessment techniques * Provides a resource for staff development at the school site
Author: National Science Teachers AssociationPublish On: 2003
The book's insights will help make assessment a dynamic classroom process of fine-tuning how and what you teach.
Author: National Science Teachers Association
Publisher: NSTA Press
The second in NSTA’s Science Educator’s Essay Collection, Everyday Assessment is is designed to build confidence and enhance every teacher’s ability to embed assessment into daily classwork. The book’s insights will help make assessment a dynamic classroom process of fine-tuning how and what you teach.
Author: Elizabeth F. BarkleyPublish On: 2016-01-19
This book provides exactly what we need to move forward on that agenda." —Dee Fink, author of Creating Significant Learning Experiences
Author: Elizabeth F. Barkley
Publisher: John Wiley & Sons
50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.
Author: Francis (Skip) FennellPublish On: 2016-12-15
This book gives you a concise, research-based, classroom-dedicated plan with lots of tools to guide your daily use of The Formative 5.
Author: Francis (Skip) Fennell
Publisher: Corwin Press
Move the needle on math instruction with these 5 assessment techniques! Mathematics education experts Fennell, Kobett, and Wray offer five of the most impactful and proven formative assessment techniques you can implement—Observations, Interviews, “Show Me,” Hinge Questions, and Exit Tasks— every day. You’ll find that this palette of classroom-based techniques will truly assess learning and inform teaching. This book gives you a concise, research-based, classroom-dedicated plan with lots of tools to guide your daily use of The Formative 5. K-8 teachers will learn to Directly connect assessment to planning and teaching Engineer effective classroom questioning, discussions, and learning tasks Provide success criteria and feedback that moves students forward Includes a book study guide, samples, and a companion website with downloadables and multi-media examples.
By reading this book, educators gain strategies that build a culture of data analysis and student achievement in their classrooms"--
Author: Eileen Depka
Rely on Letting Data Lead by Eileen Depka to help you build a culture of school data analysis and interpretation, assessment for learning, and student achievement. This practical resource clearly outlines a systematic approach for meaningful student data collection through quality assessment methods. The included assessment techniques, tools, templates, and specific examples are designed to empower educators to turn gathered information into immediate, thoughtful action. Develop data-collection methods and analysis to effectively track student progress and foster student success: Obtain templates and methods for collecting, interpreting, and responding to assessment data. Define the purpose of assessments to distinguish between when a response is needed and when a response is not essential. Design assessment of student learning in a way that creates actionable insights and pinpoints where students are struggling. Consider practices that support the systematic approach to responding to student results with data-driven instruction. Build a classroom culture where students react to their personal data, set goals, and engage in critical thinking. Contents:
This book describes how middle school science teachers, in collaboration with a team of researchers, tried to improve their everyday assessment practices to enhance student learning.
Publisher: Teachers College Press
This book describes how middle school science teachers, in collaboration with a team of researchers, tried to improve their everyday assessment practices to enhance student learning. It discusses the challenges they faced, the differences among the teachers, and the personal nature of deep educational change. A product of CAPITAL (Classroom Assessment Project to Improve Teaching and Learning), a research effort supported by the National Science Foundation, this book: Uses classroom stories to show how teachers can use a variety of formative assessment techniques to answer questions they have about their teaching.; Provides real-life examples of teachers grappling with new practices at a personal level, in their own settings and in light of their own values and beliefs; Offers suggestions for designing professional development efforts that recognize the significant variation among teachers in how they go about changing their assessment practices ; Outlines principles and practices that must accompany change in the classroom if it is to be more than superficial.
Seven standards were proposed that are intended to prepare teachers to
correctly use assessment techniques in their teaching, and better function in
decision-making roles that require a knowledge of assessment. 1 Teachers
should be ...
Author: George Cunnningham
Educational assessment, at one time a relatively uncontroversial subject, is now riven by a diversity of views. The most crucial division is between those who continue to believe in the effectiveness of objective assessment techniques and those who favour alternative methods. This book presents an analysis of the strengths, weaknesses and rationales for both.
Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation.
Author: Jay Parkes
The College Classroom Assessment Compendium provides new and seasoned instructors with comprehensive strategies, perspectives, and solutions for the daily challenges and issues involved in student assessment. Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation. Situated beyond the techniques covered in most instructor training and preparation, these practical entries draw from a variety of disciplines and offer an invaluable reference for college instructors interested in developing coherent, reliable classroom assessment climates.
Innovative Techniques in Instruction Technology, E-Learning, E-Assessment and Education is a collection of world-class paper articles addressing the following topics: (1) E-Learning including development of courses and systems for technical ...
Author: Magued Iskander
Publisher: Springer Science & Business Media
Innovative Techniques in Instruction Technology, E-Learning, E-Assessment and Education is a collection of world-class paper articles addressing the following topics: (1) E-Learning including development of courses and systems for technical and liberal studies programs; online laboratories; intelligent testing using fuzzy logic; evaluation of on line courses in comparison to traditional courses; mediation in virtual environments; and methods for speaker verification. (2) Instruction Technology including internet textbooks; pedagogy-oriented markup languages; graphic design possibilities; open source classroom management software; automatic email response systems; tablet-pcs; personalization using web mining technology; intelligent digital chalkboards; virtual room concepts for cooperative scientific work; and network technologies, management, and architecture. (3) Science and Engineering Research Assessment Methods including assessment of K-12 and university level programs; adaptive assessments; auto assessments; assessment of virtual environments and e-learning. (4) Engineering and Technical Education including cap stone and case study course design; virtual laboratories; bioinformatics; robotics; metallurgy; building information modeling; statistical mechanics; thermodynamics; information technology; occupational stress and stress prevention; web enhanced courses; and promoting engineering careers. (5) Pedagogy including benchmarking; group-learning; active learning; teaching of multiple subjects together; ontology; and knowledge representation. (6) Issues in K-12 Education including 3D virtual learning environment for children; e-learning tools for children; game playing and systems thinking; and tools to learn how to write foreign languages.
Author: Elizabeth F. BarkleyPublish On: 2014-05-06
Praise for Collaborative Learning Techniques "For faculty who are serious about pursuing more powerful forms of student learning, this book is a must.
Author: Elizabeth F. Barkley
Publisher: John Wiley & Sons
Engaging students in active learning is a predominant theme in today's classrooms. To promote active learning, teachers across the disciplines and in all kinds of colleges are incorporating collaborative learning into their teaching. Collaborative Learning Techniques is a scholarly and well-written handbook that guides teachers through all aspects of group work, providing solid information on what to do, how to do it, and why it is important to student learning. Synthesizing the relevant research and good practice literature, the authors present detailed procedures for thirty collaborative learning techniques (CoLTs) and offer practical suggestions on a wide range of topics, including how to form groups, assign roles, build team spirit, solve problems, and evaluate and grade student participation.