Atnaujinkite slapukų nuostatas

Classroom Assessment: What Teachers Need to Know 7th edition [Minkštas viršelis]

3.57/5 (260 ratings by Goodreads)
  • Formatas: Paperback / softback, 544 pages, aukštis x plotis: 232x187 mm, weight: 700 g
  • Išleidimo metai: 05-Feb-2013
  • Leidėjas: Pearson
  • ISBN-10: 0132868601
  • ISBN-13: 9780132868600
Kitos knygos pagal šią temą:
Classroom Assessment: What Teachers Need to Know 7th editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 544 pages, aukštis x plotis: 232x187 mm, weight: 700 g
  • Išleidimo metai: 05-Feb-2013
  • Leidėjas: Pearson
  • ISBN-10: 0132868601
  • ISBN-13: 9780132868600
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780132868600.html
Raktažodžiai:

Written with energy and wit, this reader-friendly text discusses practical ways in which teachers can develop and use well-written tests to improve their effectiveness in the classroom.

With its constant attention to the instructional implications of educational assessment, Classroom Assessment: What Teachers Need to Know, 7/e, helps readers become assessment literate -- to understand the fundamental concepts and processes of educational testing that will influence teachers’ hour-to-hour instructional decisions. The text recognizes and highlights the exponential increase in the importance of educational assessment in an era of common core state standards, national assessment consortia, and teacher-evaluations based on students’ test scores. However, because the seventh edition was completed at a time when the nature of high-stakes educational testing in the U.S. was genuinely unsettled, the author consistently informs the readers of instances when, in truth, they need to “stay tuned” for the next development in today’s high-stakes U.S. testing arena. As a result, the reader feels part of an exciting and evolving profession.

Recenzijos

 

I think that [ the writing] is a particular strength of this text.  The conversational and humorous tone is highly engaging and will help to hook students, especially those that might be a little hesitant about this topic. . . .  The coverage and depth of discussion are . . . strengths.  This book also tackles some of the ethical dilemmas associated with assessment.  [ And] it . . . places the topic of assessment within the current political reality of accountability and helps students develop some appropriate responses to these challenges. . . . I am a huge fan of this book!

   Michael Boyle, Loyola University, Chicago

 

 Popham is a highly respected voice in the field of educational assessment.  Over the years he has contributed tremendously to our understanding of the measurement issues that face educators. . . . I have found Pophams text to be an excellent choice for my introductory course in classroom assessment.  Popham includes many bonus items that are not available in other texts including his What Teachers Really Need to Know, Parent Talk, Pondertime, and Self-Check.  Extended Applications are also excellent in promoting critical thinking about key issues.  The addition of these components, together with Pophams engaging writing style, helps bring assessment to life for educators.

   Deborah Bennett, Purdue University

1 Why Do Teachers Need to Know about Assessment?
1(30)
Federal Laws Rule
2(5)
Assessment versus Testing
7(3)
Why Should Teachers Know about Assessment? Yesteryear's Answers
10(5)
Why Should Teachers Know about Assessment? Today's Answers
15(5)
What Do Classroom Teachers Really Need to Know about Assessment?
20(11)
Chapter Summary
26(1)
Self-Check
27(2)
Pondertime
29(1)
Self-Check Key
29(1)
Additional Stuff
29(1)
Cyber Stuff
30(1)
2 Deciding What to Assess and How to Assess It
31(44)
What to Assess
31(9)
A State's Official Curricular Aims
40(19)
How to Assess It
59(7)
What Do Classroom Teachers Really Need to Know about What to Assess and How to Assess It?
66(1)
A Three-Chapter Preview
67(8)
Chapter Summary
69(1)
Self-Check
70(1)
Pondertime
71(1)
Self-Check Key
72(1)
Additional Stuff
72(1)
Cyber Stuff
73(2)
3 Reliability of Assessment
75(22)
Stability Reliability
77(3)
Alternate-Form Reliability
80(2)
Internal Consistency Reliability
82(3)
Three Coins in the Reliability Fountain
85(1)
The Standard Error of Measurement
86(2)
What Do Classroom Teachers Really Need to Know about Reliability?
88(7)
Chapter Summary
91(1)
Self-Check
92(2)
Pondertime
94(1)
Self-Check Key
94(1)
Endnotes
95(2)
Additional Stuff
95(1)
Cyber Stuff
95(2)
4 Validity
97(30)
A Quest for Defensible Inferences
97(3)
Validity Evidence
100(3)
Content-Related Evidence of Validity
103(7)
Criterion-Related Evidence of Validity
110(3)
Construct-Related Evidence of Validity
113(5)
Sanctioned and Unsanctioned Forms of Validity Evidence
118(1)
The Relationship between Reliability and Validity
119(1)
What Do Classroom Teachers Really Need to Know about Validity?
119(8)
Chapter Summary
121(1)
Self-Check
121(2)
Pondertime
123(1)
Self-Check Key
124(1)
Additional Stuff
124(1)
Cyber Stuff
125(2)
5 Absence-of-Bias
127(28)
The Nature of Assessment Bias
128(3)
Disparate Impact and Assessment Bias
131(1)
Judgmental Approaches
132(3)
Empirical Approaches
135(1)
Bias Detection in the Classroom
135(3)
Assessing Students with Disabilities and English Language Learners
138(8)
What Do Classroom Teachers Really Need to Know about Absence-of-Bias?
146(9)
Chapter Summary
148(1)
Self-Check
149(2)
Pondertime
151(1)
Self-Check Key
152(1)
Additional Stuff
153(1)
Cyber Stuff
154(1)
6 Selected-Response Tests
155(26)
Ten (Divided by Two) Item-Writing Commandments
156(5)
Binary-Choice Items
161(2)
Multiple Binary-Choice Items
163(2)
Multiple-Choice Items
165(5)
Matching Items
170(4)
What Do Classroom Teachers Really Need to Know about Selected-Response Tests?
174(7)
Chapter Summary
176(1)
Self-Check
176(2)
Pondertime
178(1)
Self-Check Key
179(1)
Additional Stuff
180(1)
Cyber Stuff
180(1)
7 Constructed-Response Tests
181(24)
Short-Answer Items
182(3)
Essay Items: Development
185(5)
Essay Items: Scoring Students' Responses
190(8)
What Do Classroom Teachers Really Need to Know about Constructed-Response Tests?
198(7)
Chapter Summary
200(1)
Self-Check
200(2)
Pondertime
202(1)
Self-Check Key
202(1)
Additional Stuff
203(1)
Cyber Stuff
204(1)
8 Performance Assessment
205(26)
What Is a Performance Test?
205(3)
Identifying Suitable Tasks for Performance Assessment
208(5)
Identifying Scoring Criteria
213(3)
An Illustrative Performance-Test Task
216(1)
Rubrics: The Wretched and the Rapturous
217(6)
Ratings and Observations
223(1)
Sources of Error in Scoring Student Performances
224(2)
What Do Classroom Teachers Really Need to Know about Performance Assessment?
226(5)
Chapter Summary
227(1)
Self-Check
228(1)
Pondertime
228(1)
Self-Check Key
229(1)
Additional Stuff
229(1)
Cyber Stuff
229(2)
9 Portfolio Assessment
231(18)
Classroom Portfolio Assessment versus Large-Scale Portfolio Assessment
232(3)
Key Ingredients in Classroom Portfolio Assessment
235(5)
The Pros and Cons of Portfolio Assessment
240(3)
What Do Classroom Teachers Really Need to Know about Portfolio Assessment?
243(6)
Chapter Summary
244(1)
Self-Check
245(2)
Pondertime
247(1)
Self-Check Key
247(1)
Additional Stuff
248(1)
Cyber Stuff
248(1)
10 Affective Assessment
249(22)
Why Assess Affect?
249(3)
The Other Side of the Argument
252(1)
Which Affective Variables Should Be Assessed?
253(3)
How Should Affect Be Assessed in Classrooms?
256(1)
Self-Report Assessment
257(7)
What Kinds of Inferences Are at Stake in Affective Assessment?
264(2)
What Do Classroom Teachers Really Need to Know about Affective Assessment?
266(5)
Chapter Summary
267(1)
Self-Check
267(2)
Pondertime
269(1)
Self-Check Key
270(1)
Additional Stuff
270(1)
11 Improving Teacher-Developed Assessments
271(18)
Judgmentally Based Improvement Procedures
272(4)
Empirically Based Improvement Procedures
276(5)
Item Analysis for Criterion-Referenced Measurement
281(3)
What Do Classroom Teachers Really Need to Know about Improving Their Assessments?
284(5)
Chapter Summary
285(1)
Self-Check
285(2)
Pondertime
287(1)
Self-Check Key
287(1)
Additional Stuff
288(1)
12 Formative Assessment
289(36)
Assessment That Transforms Teaching
289(7)
Formative Assessment Research Support
296(3)
Learning Progressions as Frameworks
299(6)
Alternative Implementation Approaches
305(8)
Why the Delay?
313(3)
What Do Classroom Teachers Really Need to Know about Formative Assessment?
316(9)
Chapter Summary
317(1)
Self-Check
318(3)
Pondertime
321(1)
Self-Check Key
322(1)
Additional Stuff
323(1)
Cyber Stuff
324(1)
13 Making Sense Out of Standardized Test Scores
325(30)
Standardized Tests
326(2)
Group-Focused Test Interpretation
328(1)
Individual Student Test Interpretation
329(15)
The SAT and the ACT: Three-Letter, High-Import Exams
344(5)
What Do Classroom Teachers Really Need to Know about Interpreting Standardized Test Scores?
349(6)
Chapter Summary
349(1)
Self-Check
350(1)
Pondertime
351(1)
Self-Check Key
352(1)
Additional Stuff
352(1)
Cyber Stuff
353(2)
14 Appropriate and Inappropriate Test-Preparation Practices
355(18)
High-Stakes Assessment Arrives
355(1)
Assessment Results as Inference Illuminators
356(2)
Two Evaluative Guidelines
358(3)
Five Test-Preparation Practices
361(1)
Applying the Two Guidelines
362(2)
What about "Teaching to the Test"?
364(3)
What Do Classroom Teachers Really Need to Know about Test-Preparation Practices?
367(6)
Chapter Summary
367(1)
Self-Check
368(2)
Pondertime
370(1)
Self-Check Key
370(1)
Additional Stuff
371(1)
Cyber Stuff
372(1)
15 The Evaluation of Instruction
373(34)
A Focus on Consequences
375(3)
Classroom Assessment Evidence
378(5)
Evidence from External Accountability Tests
383(15)
What's a Teacher to Do?
398(2)
What Do Classroom Teachers Really Need to Know about Assessment-Based Evaluation of Teaching?
400(7)
Chapter Summary
401(1)
Self-Check
402(1)
Pondertime
403(1)
Self-Check Key
404(1)
Additional Stuff
404(1)
Cyber Stuff
404(3)
16 Assessment-Based Grading
407(26)
The Purpose of Grading
407(7)
Grade-Giving Specifics
414(10)
What Do Classroom Teachers Really Need to Know about Assessment-Based Grading of Students?
424(9)
Chapter Summary
425(1)
Self-Check
426(3)
Pondertime
429(1)
Self-Check Key
429(2)
Additional Stuff
431(1)
Cyber Stuff
431(2)
Extended Applications
433(80)
Chapter 1
434(6)
Chapter 2
440(9)
Chapter 3
449(6)
Chapter 4
455(3)
Chapter 5
458(5)
Chapter 6
463(6)
Chapter 7
469(5)
Chapter 8
474(2)
Chapter 9
476(3)
Chapter 10
479(4)
Chapter 11
483(5)
Chapter 12
488(6)
Chapter 13
494(4)
Chapter 14
498(5)
Chapter 15
503(5)
Chapter 16
508(5)
Glossary 513(5)
Index 518
W. James Popham,  professor emeritus at the UCLA Graduate School of Education and Information Studies, began his career as a high school teacher in Oregon and then moved to the University of California at Los Angeles, where for nearly 30 years he taught courses in instructional methods for prospective teachers as well as courses in evaluation and measurement for graduate students. At UCLA he won several distinguished teaching awards and was recognized by UCLA Today as one of UCLAs top 20 professors of the twentieth century. The author of more than 30 books and hundreds of scholarly papers, Dr. Popham is a former president of the American Educational Research Association and the recipient of the National Council on Measurement in Education Award for Career Contributions to Educational Measurement.