Atnaujinkite slapukų nuostatas

Modern Classroom Assessment [Minkštas viršelis]

3.44/5 (31 ratings by Goodreads)
  • Formatas: Paperback / softback, 392 pages, aukštis x plotis: 231x187 mm, weight: 630 g
  • Išleidimo metai: 29-Oct-2013
  • Leidėjas: SAGE Publications Inc
  • ISBN-10: 1452203490
  • ISBN-13: 9781452203492
Kitos knygos pagal šią temą:
Modern Classroom AssessmentDidesnis paveikslėlis
  • Formatas: Paperback / softback, 392 pages, aukštis x plotis: 231x187 mm, weight: 630 g
  • Išleidimo metai: 29-Oct-2013
  • Leidėjas: SAGE Publications Inc
  • ISBN-10: 1452203490
  • ISBN-13: 9781452203492
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781452203492.html
Raktažodžiai:
Modern Classroom Assessment offers a practical, student-centered approach to the major research-based approaches to classroom assessment in today’s educational landscape. Rather than simply list basic assessment formats as many authors do, award-winning professor and scholar Bruce Frey fully explores five of the most important teacher-designed models—including Formative Assessment, Universal Test Design, Authentic Assessment, Rubrics, and Backward Design—while making abstract concepts and guidelines clear and practica through real-world illustrations and examples of what actual teachers do. Offering a variety of engaging learning tools and real-life stories from the classroom, this text will give any reader a strong foundation in applying the various models of modern assessment to their own classrooms.

Preface xv
About the Author xxi
Chapter 1 Modern Classroom Assessment
1(14)
Looking Ahead
1(1)
Objectives
1(5)
Five Modern Classroom Assessment Perspectives
6(6)
Things to Think About
12(1)
Looking Back
12(1)
On the Web
13(2)
Chapter 2 The Language of Classroom Assessment
15(20)
Looking Ahead
15(1)
Objectives
15(1)
Construct
16(1)
Validity
16(5)
Reliability
21(4)
Comparing and Contrasting Validity and Reliability
25(3)
Objective and Subjective Scoring
28(1)
Norm-Referenced and Criterion-Referenced Scoring
28(2)
Professional Standards and Ethics
30(1)
Things to Think About
31(1)
Looking Back
32(1)
On the Web
32(3)
Chapter 3 Basic Assessment Strategy: Categories of Learning, Objectives, and Backward Design
35(24)
Looking Ahead
35(1)
Objectives
35(2)
Categories of Learning
37(1)
Bloom's Taxonomy
37(1)
Bloom's Taxonomy Revised
37(3)
Other Classification Systems
40(1)
Instructional Objectives
41(1)
Objectives, Assessment Formats, and Bloom's Taxonomy
42(2)
Modern Classroom Objectives
44(1)
Tables of Specifications
45(1)
Common Core Standards
45(1)
Common Core Reading Standards for Kindergartners
46(1)
Common Core Mathematics Objectives (Ratios and Proportional Relationships) for 6th Graders
47(1)
The Politics of a Common Core
47(1)
Backward Design
48(2)
Identifying What Should Be Taught
50(2)
Determining Acceptable Evidence
52(3)
Things to Think About
55(1)
Looking Back
55(1)
On the Web
56(3)
Chapter 4 Formative Assessment
59(32)
Looking Ahead
59(1)
Objectives
59(2)
Defining Formative Assessment
61(2)
Formative vs. Summative Assessment
63(1)
The Role of Formative Assessment in the Modern Classroom
64(2)
Self-Directed Learning
66(2)
The Power of Feedback
68(1)
What We Know About Formative Assessment
69(1)
Black and Wiliam's Study
70(1)
Kingston and Nash's Study
71(2)
What Formative Assessment Looks Like in the Classroom
73(1)
Designing Formative Assessments That Work
74(1)
Scoring Formative Assessments
75(1)
Interrater Reliability
75(1)
Internal Reliability
75(1)
How to Use Informal Formative Assessment
76(3)
How to Use Formal Formative Assessment
79(1)
How to Create a Formative Assessment Environment
80(1)
Lesson Plans
81(1)
Role of the Teacher
82(1)
Feedback Opportunities
82(1)
Formative Assessment With Young Children
83(1)
Assessing the Assessment
84(3)
Things to Think About
87(1)
Looking Back
87(1)
On the Web
87(4)
Chapter 5 Summative Assessment: Traditional Paper-and-Pencil Tests
91(38)
Looking Ahead
91(1)
Objectives
91(4)
Classroom Teachers' Use of Traditional Paper-and-Pencil Assessment
95(4)
Item Formats
99(1)
Multiple-Choice Items
99(2)
Matching Items
101(1)
True-False Items
102(1)
Fill-in-the-Blank and Short Answer Questions
102(2)
What We Know About Traditional Assessment
104(4)
Tables of Specifications
108(2)
The "Rules"
110(1)
Potentially Confusing Wording or Ambiguous Requirements
110(1)
Guessing
111(1)
Rules Addressing Test-Taking Efficiency
111(1)
Rules Designed to Control for Testwiseness
112(1)
Reliability of Traditional Assessment
113(2)
What Traditional Assessment Looks Like in the Classroom
115(2)
Multiple-Choice Tests
117(1)
Matching
117(1)
True-False
118(2)
Fill-in-the-Blank
120(1)
Short Answer
121(1)
Assessing the Assessment
121(4)
Things to Think About
125(1)
Looking Back
125(1)
On the Web
126(3)
Chapter 6 Constructed-Response Items and Scoring Rubrics
129(26)
Looking Ahead
129(1)
Objectives
129(2)
What Do Constructed-Response Items Look Like?
131(1)
A Note on the Words Knowledge, Skill, and Ability
132(1)
Examples of Constructed-Response Items
133(2)
What We Know About Constructed-Response Items
135(1)
Constructed-Response Items vs. Multiple-Choice Items
135(1)
Constructed-Response Items as Timesavers
136(1)
Constructed-Response Items vs. Objectively Scored Items
136(1)
Essay Tests and Essay Assignments
137(2)
Advantages of Essay Tests
139(1)
Disadvantages of Essay Tests
139(1)
Rubrics
140(4)
Characteristics of Quality Rubrics
144(1)
How to Make a Rubric
144(5)
Advantages of Rubrics
149(2)
Things to Think About
151(1)
Looking Back
151(1)
On the Web
152(3)
Chapter 7 Performance-Based Assessment
155(44)
Looking Ahead
155(1)
Objectives
155(2)
What Is Performance-Based Assessment?
157(2)
How and When to Use Performance-Based Assessment
159(2)
The Format of Performance-Based Assessment
161(1)
Who Uses Performance-Based Assessment?
162(2)
Portfolios
164(3)
Performance-Based Assessment in the Science Classroom
167(1)
What Performance-Based Assessment Looks Like in the Classroom
168(1)
Writing
169(11)
Mathematics
180(1)
Speech
181(1)
Science
181(1)
Athletics and Physical Education
181(1)
Social Skills
181(8)
Performing Arts
189(1)
Assessing the Assessment
189(7)
Things to Think About
196(1)
Looking Back
196(1)
On the Web
196(3)
Chapter 8 Authentic Assessment
199(36)
Looking Ahead
199(1)
Objectives
199(2)
In Search of "Authentic" Assessment
201(4)
What We Know About Authentic Assessment
205(1)
The Case for Authentic Assessment
206(4)
Scoring Authentic Assessments
210(1)
What Authentic Assessment Looks Like in the Classroom
211(1)
Broad Strategies for Developing Authentic Assessments
212(3)
Authentic Assessment of Specific Skills
215(1)
Authentic Assessment of Literacy
216(2)
Authentic Assessment in Mathematics
218(1)
Authentic Assessment in Visual Arts
219(2)
Authentic Assessment for English Language Learners
221(3)
Authentic Assessment and Young Children
224(1)
Authenticity at the School Level
225(3)
Assessing the Assessment
228(1)
Things to Think About
229(1)
Looking Back
230(1)
On the Web
230(5)
Chapter 9 Universal Test Design
235(28)
Looking Ahead
235(1)
Objectives
235(2)
The Case for Universal Test Design
237(2)
Principles of Universal Design
239(6)
What We Know About Universal Test Design
245(1)
Doing a Good Job of Assessing All Students
246(2)
What Universal Test Design Looks Like in the Classroom
248(1)
Layout and Format of Universally Designed Tests
249(3)
Writing Universally Designed Tests
252(2)
Steps for Assessment Design
254(1)
Examples of Universally Designed Directions and Items
255(4)
Assessing the Assessment
259(1)
Things to Think About
260(1)
Looking Back
261(1)
On the Web
261(2)
Chapter 10 Test Accommodations
263(18)
Looking Ahead
263(1)
Objectives
263(7)
What We Know About Accommodations
270(1)
What Accommodations Look Like in the Classroom
270(2)
Example
1. Kansas
272(2)
Example
2. Oklahoma
274(3)
Things to Think About
277(1)
Looking Back
278(1)
On the Web
278(3)
Chapter 11 Understanding Scores From Classroom Assessments
281(22)
Looking Ahead
281(1)
Objectives
281(1)
Creating Scores
282(1)
Raw Scores
282(1)
Number Correct
282(2)
Percent Correct
284(1)
Subscale Scores
285(1)
Using Subscale Scores
286(1)
Item Scores
287(1)
Objective Scores
288(1)
Subjective Scores
288(1)
Descriptive Statistics
289(1)
Tables
289(1)
Graphs
290(1)
Statistics
291(1)
Measures of Central Tendency
291(3)
Measures of Variability
294(1)
The Normal Curve
295(2)
Working With Real Data in the Classroom
297(2)
Norm-Referenced and Criterion-Referenced Interpretations
299(1)
Things to Think About
300(1)
Looking Back
301(1)
On the Web
301(2)
Chapter 12 Making the Grade
303(26)
Looking Ahead
303(1)
Objectives
303(3)
Philosophies of Grading
306(1)
Norm-Referenced and Criterion-Referenced Grading
306(2)
Validity and Reliability of Grading
308(4)
Grading and the Different Approaches to Assessment
312(1)
Traditional Paper-and-Pencil Assessment
312(1)
Performance-Based Assessment
313(1)
Formative Assessment
313(1)
Authentic Assessment
314(1)
Universal Test Design
314(1)
Talking With Parents About Grades
315(1)
Grading Plans
316(1)
Recipes
317(2)
Example 1 Secondary Level
317(1)
Example 2 Secondary Level
317(1)
Example 3 Elementary Level (from an elementary school in Chesterfield, Virginia)
317(1)
Example 4 Elementary Level-Math (from an elementary classroom in Walkersville, Maryland)
318(1)
Grading Scales
319(8)
Example 1 Secondary Level (From a private, Catholic Missouri high school)
319(1)
Example 2 Secondary Level (from a middle school in Manassas, Virginia)
320(1)
Example 3 Secondary Level (from a middle school classroom in Ann Arbor, Michigan)
321(1)
Example 4 Elementary and Secondary Level (from a district in Tennessee)
322(1)
Example 5 Elementary Level (from a Walkersville, Maryland school)
323(2)
Example 6 Elementary level (from an elementary school in Manassas, Virginia)
325(2)
Things to Think About
327(1)
Looking Back
327(1)
On the Web
328(1)
Chapter 13 Standardized Tests
329(24)
Looking Ahead
329(1)
Objectives
329(1)
What Is a Standardized Test?
330(2)
How Standardized Tests Are Built
332(3)
Validity and Reliability of Standardized Tests
335(1)
Interpreting Standardized Test Scores
336(2)
Z Scores
338(1)
T Scores
339(1)
Percentile Ranks
340(1)
Stanines
341(1)
Other Standardized Scores
342(1)
Talking to Parents About Standardized Test Scores
342(2)
Statewide Standardized Tests
344(1)
Kansas State Assessment (KSA)
344(1)
New York State Testing Program (NYSTP)
345(1)
California Standards Test (CST)
346(1)
Ethics of Preparing Students for Standardized Tests
347(3)
Things to Think About
350(1)
Looking Back
351(1)
On the Web
351(2)
Glossary 353(4)
Index 357
Bruce B. Frey, PhD, is an award-winning researcher, author, teacher, and professor of educational psychology at the University of Kansas. He is the editor of The SAGE Encyclopedia of Educational Research, Measurement and Evaluation and the SAGE Encyclopedia of Educational Design. In addition to being the lead author for The Statistics for People Who (Think They) Hate Statistics series, his books for SAGE include Theres a Stat for That!, Modern Classroom Assessment, and 100 Questions (and Answers) About Tests and Measurement. He also wrote Statistics Hacks for OReilly Media. In his spare time, Bruce leads a secret life as Professor Bubblegum, host of a YouTube channel and Echo Valley, a podcast that celebrates bubblegum pop music of the late 1960s. The show is wildly popular with the young people.