UID:
almafu_9959228499102883
Format:
1 online resource (573 p.)
ISBN:
1-281-04684-1
,
9786611046842
,
0-08-053302-7
Series Statement:
Educational psychology series
Content:
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
Note:
Description based upon print version of record.
,
Front Cover; Handbook of Classroom Assessment: Learning, Achievement, and Adjustment; Copyright Page; Contents; Contributors; Preface; Part I: Assessment: Perspectives and Theory; CHAPTER 1. LEARNING, ACHIEVEMENT, AND ASSESSMENT: CONSTRUCTS AT A CROSSROADS; Learning and Achievement: Are They the Same?; Learning, Achievement, and Curriculum; Educational Reform and the Role of Assessment; Reconceptualizing Assessment; New Assessments for New Educational Outcomes; Classroom inferences about Learning and Achievement; Conclusions and Suggestions for the Future; References
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CHAPTER 2. CLASSROOM ASSESSMENT: A MULTIDIMENSIONAL PERSPECTIVElntroduction; Teacher Competence; Assessment Options; Communicating Assessment Results; Frameworks for Assessment; Transfer as an Assessment Tool; Summary; References; CHAPTER 3. TEACHER ASSESSMENT LITERACY: WHAT DO TEACHERS KNOW ABOUT ASSESSMENT?; National Survey of Teacher Assessment Literacy; Discussion and Conclusions; References; CHAPTER 4. CLASSROOM ASSESSMENT AS INQUIRY; Teacher as Assessor: Where Have We Been and Where Are We Headed?; Teacher-Based Assessment of Student Achievement: A Scenario
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Understanding the Example: A Conceptual FrameworkAssessment as Inquiry; Back to the Future-and Ahead; References; CHAPTER 5. CLASSROOM ASSESSMENT OF REASONING STRATEGIES; Introduction; Some Common Conceptualizations of Problem Solving and Critical Thinking; A Framework of Reasoning Strategies; Examples of Reasoning Strategies in Content Domains and in Practical Situations; Implications for Assessment; Developing Classroom Assessments of Reasoning Strategies; Professional Development and Support; Evaluation of the Thinking Curriculum; Looking Ahead; References
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CHAPTER 6. ACADEMIC SELF-CONCEPT: BEYOND THE DUSTBOWLIntroduction; The Structure and Measurement of Self-Concept; The Relationship of Self-Concept to Academic Achievement; The Influence of Frame-of-Reference Effects; Hierarchical Structure of Self-concept in Different Domains; Self-Concept Enhancement; Summary; References; CHAPTER 7. ASSESSMENT OF SUBJECTIVE WELL BEING DURING CHILDHOOD AND ADOLESCENCE; Introduction; Subjective Well-Being; Assessing Subjective Well-Being in Adults; Assessing Subjective Well-Being in Students; Part II: Standardized Assessment
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CHAPTER 8. ASSESSMENT DURING THE PRESCHOOL YEARSIntroduction; Standardized Intelligence Tests; Screening Instruments; Conclusion; References; CHAPTER 9. THE ROLE OF STANDARDIZED ACHIEVEMENT TESTS IN GRADES K-12; Introduction; The Unique Challenges of Secondary School Testing; Usefulness of Standardized Achievement Tests; Interpreting Standardized Achievement Test Scores; Using Test Scores; Conclusion; References; Part III: Assessment of Classroom Learning; CHAPTER 10. A NEW VISION OF THE NATURE AND PURPOSES OF ASSESSMENT IN THE MATHEMATICS CLASSROOM; Introduction
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The Changing Nature of School Mathematics and Mathematics Assessment
,
English
Additional Edition:
ISBN 0-12-554155-4
Language:
English
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