Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (5th Edition)

James H. McMillan

ISBN 10: 0132099616 / ISBN 13: 9780132099615

Edité par Pearson, 2010

A propos de cet article

Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 1.5.

N° de réf. du vendeur G0132099616I3N00

Détails bibliographiques

• Titre: Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (5th Edition)
• Éditeur: Pearson
• Date de parution: 2010
• Langue: anglais
• ISBN à 10 chiffres: 0132099616
• ISBN à 13 chiffres: 9780132099615
• Reliure: Paperback
• Édition: 5ème Édition
• État de l'article: Good
• État de la jaquette: No Jacket
• Poids: 1,5 livre

A propos de ce titre

Synopsis

This text provides prospective and current teachers with a concise, non-technical, and practical guide to conducting a full range of high-quality classroom assessments. The text emphasizes assessment in the context of the realities of teaching and teacher decision-making in an era of standards-based education. Assessment methods are integrated with instruction and presented according to when teachers evaluate students (before, during, and after an instructional unit), the learning targets that are measured, and standards emphasized in state-wide testing. There is considerable emphasis on the nature of learning targets and how different assessments are most appropriate for different targets. For each assessment technique, suggestions for effective practice are presented with examples, case studies, and teacher interviews. This edition includes additional emphasis on formative assessment for student learning.

À propos de l?auteur

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.