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Classroom assessment : principles and practice that enhance student learning and motivation / James H. McMillan, Virginia Commonwealth University.
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Title:Classroom assessment : principles and practice that enhance student learning and motivation / James H. McMillan, Virginia Commonwealth University.
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Author/Creator:McMillan, James H., author.
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Published/Created:NY, NY : Pearson Education, Inc., [2018]
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Holdings
Holdings Record Display
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Location:EDUCATION LIBRARY stacksWhere is this?
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Call Number: LB3051 .M462499 2018
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Number of Items:1
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Status:Available
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Links:Donor bookplate
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Location:EDUCATION LIBRARY stacksWhere is this?
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Library of Congress Subjects:Educational tests and measurements.
Examinations--Validity.
Examinations--Interpretation.
Motivation in education.
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Edition:Seventh edition.
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Description:xvii, 536 pages ; 24 cm
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Notes:Includes bibliographical references and index.
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ISBN:9780134523309 paperback
013452330X paperback
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Contents:Machine generated contents note: Introductory Case Study
Bigger Picture Context of Classroom Assessment
21st Century-Knowledge, Skills, and Dispositions
Technology
Principles of Cognitive and Sociocultural Learning and Motivation
Standards-Based Education
High-Stakes Testing
Data Literacy
Integrating Instruction and Assessment
Realities of Teaching
Instructional Decision Making and Assessment
Components of Classroom Assessment
Purpose
Measurement
Interpretation
Use
Diagnosis
Grading
Instruction
Recent Trends in Classroom Assessment
Teachers' Classroom Assessment and Grading Practices Decision Making
Students' Perceptions of Assessment
Classroom Assessment Knowledge and Skills for Teachers
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
Knowing Where Your Students Are Going
Revisiting the Big Picture
Educational Outcomes
Educational Goals
Standards
State Standards
Common Core State Standards
Deconstructing Standards
Educational Objectives
Taxonomies of Educational Objectives
Bloom's Taxonomy of Objectives
Bloom's Revised Taxonomy of Objectives
Marzano and Kendall's New Taxonomy
Learning Targets
Types of Cognitive Learning Targets
Knowledge Representation
Declarative Knowledge and Simple Understanding
Procedural Knowledge and Simple Understanding
Reasoning and Deep Understanding
Criteria for Selecting Learning Targets
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
What Is High-Quality Classroom Assessment?
Clear and Appropriate Learning Targets
Alignment of Assessment Methods and Learning Targets
Types of Assessment Methods
Matching Targets with Methods
Knowledge and Simple Understanding
Reasoning and Deep Understanding
Skills
Products
Affect/Dispositions
Validity
What Is a Validity?
How Is Validity Determined?
Content-Related Evidence
Criterion-Related Evidence
Consequential Evidence
Reliability/Precision
What Is a Reliable/Precise Score?
Assessment Error
How Is Reliability/Precision Determined for Classroom Assessments?
How to Improve Classroom Assessment Reliability/Precision
Fairness
Transparency: Student Knowledge of Learning Targets and Assessments
Opportunity to Learn
Prerequisite Knowledge and Skills
Avoiding Student Stereotyping
Avoiding Bias in Assessment Tasks and Procedures
Accommodating Special Needs and English Language Learners
Model of Fairness in Classroom Assessment
Positive Consequences
Positive Consequences for Students
Positive Consequences for Teachers and Instruction
Alignment with Standards
Practicality and Efficiency
Teacher Familiarity with the Method
Time Required
Complexity of Administration
Ease of Scoring
Ease of Interpretation
Cost
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
What Is Formative Assessment?
Process of Formative Assessment
Characteristics of Formative Assessment
Types of Formative Assessment
Gathering Evidence for Embedded Formative Assessment
Observation
Assessing Nonverbal Behavior
Assessing Voice-Related Cues
Sources of Error in Moment-by-Moment Observation
Informal Oral Questioning
Characteristics of Effective Questioning for Embedded Formative Assessment
Providing Effective Feedback for Embedded Formative Assessment
Types of Feedback
Target-Referenced
Scaffolded
Self-Referenced
Standards-Referenced
Determining the Nature of the Feedback
Amount
Timing
Mode
Audience
Type of Task
Differentiated Embedded Formative Feedback
Learner Level of Ability
Grade Level
Subject
What About Giving Praise?
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
Preassessments, Homework, and Seatwork
Structured Exercises
Pretests
Homework
Seatwork
Quizzes and Unit Tests
Digital Tools
Common Assessments
Interim Assessments
Year-End Large-Scale Assessments
Feedback Reconsidered
Feedback Types and Modes of Delivery
Anticipating Feedback
Instructional Adjustments
Mastery Learning
Differentiated Instruction
Response to Intervention
Learning Progressions
Model of Instructional Adjustments Using Summative-Based Formative Assessment
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
Planning Summative Assessment
Representative Sampling
Use Assessment Blueprint
Number and Length of Assessments
Grade Level
Type of Item
Use of Assessments Provided by Textbook and Test Publishers and School Districts
Preparing Students for Classroom Summative Assessments
Assessment-Taking Skills and Testwiseness
Item Type and Format
Assessment Anxiety
When to Construct Summative Assessments
Putting Summative Assessments Together
Preparing Assessment Directions
Item Arrangement
Physical Layout
Administering Summative Assessments
Use of Summative Assessments
Summary
Answer to Introductory Case Study
Suggestions for Action Research
Introductory Case Study
What Are Standardized-Based and Standardized Tests?
Standards-Based Tests
State Standards-Based Tests
National Standards-Based Tests
Benchmark Assessments
Standardized Tests
Norm-Referenced Achievement Test Batteries
Aptitude Tests
Readiness Tests
Understanding and Interpreting Standards-Based and Standardized Test Scores
Test Score Report Formats
Interpreting Standards-Based and Standardized Scores
Standard Error of Measurement
Alignment
Standards-Based Interpretations
Interpreting Test Reports for Parents
Preparing Students to Take Standards-Based and Standardized Tests
Administering Standards-Based and Standardized Tests
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
Multiple-Choice Items
Assessing Knowledge and Comprehension
Assessing Application
Assessing Reasoning and Deep Understanding
Binary-Choice Items
Assessing Knowledge and Comprehension
Assessing Application
Assessing Reasoning and Deep Understanding
Matching Items
Selected-Response Interpretive Exercises
Assessing Comprehension
Assessing Reasoning and Deep Understanding
Technology-Enhanced Selected-Response Items
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
Choosing the Right Type of Constructed-Response Item
Completion Items
Short-Answer Items
Assessing Knowledge and Comprehension
Assessing Reasoning and Deep Understanding
Essay Items
Constructing/Selecting Essay Items
Scoring Essays
Technology-Enhanced Scoring of Constructed-Response Items
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
What Is Performance Assessment?
Strengths and Limitations of Performance Assessments
Strengths
Limitations
Learning Targets for Performance Assessments
Deep Understanding
Reasoning
Skills
Communication and Presentation Skills
Psychomotor Skills
Products
Constructing Performance Tasks
Step 1: Identify the Performance Task
Restricted-and Extended-Type Performance Tasks
Step 2: Prepare the Task Description
Step 3: Prepare the Performance Task Question or Prompt
Performance Criteria
Scoring and Evaluating
Checklists
Rating Scales
Rubrics
Developing Rubrics
Holistic or Analytic?
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
What Are Portfolios?
Advantages
Disadvantages
Planning for Portfolio Assessment
Purpose
Learning Targets and Standards
Uses
Identify Physical and/or Digital Structure
Determine Nature of the Content
Determine Student Self-Reflective Guidelines and Scoring Criteria
Implementing Portfolio Assessment
Review with Students
Supplying Portfolio Content
Student Self-Reflection
Teacher Evaluation and Feedback
Checklists of Contents
Portfolio Structure Evaluation
Evaluations of Individual Entries
Evaluation of Entire Contents
Student-Teacher Conferences
Digital Portfolios
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
Are "Noncognitive" Disposition and Skill Targets Important?
What Are Dispositional Traits and Learning Targets?
Attitude Targets
Value Targets
Motivation Targets
Self-Concept Targets
Self-Efficacy Targets
Interpersonal Skill Learning Targets
Methods of Assessing "Noncognitive" Dispositions and Skills
Teacher Observation
Unstructured Observation
Structured Observation
Teacher Interviews
Student Self-Report Questionnaires and Surveys
Constructed-Response Formats
Selected-Response Formats
Student Self-Assessment
Self-Assessment Strategies
Which Method or Combination of Methods Should I Use?
Summary
Introductory Case Study Answer
Suggestions for Action Research
Contents note continued: Introductory Case Study
Legal Mandates
Exceptional Disabilities
Intellectual Disability
Sensory Impairments
Speech and Language Disorders
Physical and Health Impairments
Specific Learning Disability
Emotional and Behavioral Disorders
Autism
Identifying Students for Special Education Services
Prereferral
Formal Referral
Individualized Education Programs (IEPs)
Assessment Challenges for Students with Exceptional Needs
Comprehension Difficulties
Auditory Difficulties
Visual Difficulties
Time Constraint Difficulties
Anxiety
Embarrassment
Variability of Behavior
Assessment Accommodations
Adaptations in Test Directions, Construction, and Format
Short-Answer and Essay Items
Multiple-Choice Items
Binary-Choice Items
Completion Items
Performance Assessments
Portfolios
Adaptations in Test Administration
Adaptations in Testing Site
Grading and Reporting Accommodations
Grading Accommodations
IEP Grading
Shared Grading
Contracting
Rubrics
Reporting Accommodations
Gifted Students
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
Who Are "Culturally and linguistically" Diverse Students?
Acculturation
Understanding Acculturation
Assessment of Acculturation
Formal Assessment
Informal Assessment
CLD Student Assessment
CLD Student Characteristics Influencing Assessment
Language and Literary Skills
Educational Background
Socioeconomic Status
Cultural Factors
Classroom Assessment Difficulties
Difficulty Comprehending Test Language
Difficulty Expressing What Is Known
Lack of Content and Cultural Knowledge in Test Items
Unfamiliarity with Test Formats
Emotional Stress
Bias and Sensitivity
Assessment Accommodations
Embedded Formative Assessment
Learning Targets and Criteria
Observations
Assessing Nonverbal Behavior and Vocal Cues
Informal Oral Questioning
Code-Switching
Summative-Based Formative Assessment
Structured Exercises and In-Class Assignments
Pretests
Homework
Quizzes, Unit Tests, and Interim Assessments
Digital Formats
Summative Assessment
Preparing CLD Students for Summative Assessments
Direct Translation?
Summative Assessment Formats
Grading CLD Students
Summary
Introductory Case Study Answer
Suggestions for Action Research
Introductory Case Study
Teachers' Judgments in Grading
Objectivity
Teachers' Grading Decision Making
Functions of Marking and Grading
Providing Feedback
Basis of Comparison
Individual Student-Referenced Comparison
Norm-Referenced Grading
Standards-Based Grading
Motivation
Using Factors Other Than Academic Performance
Effort
Attendance
Attitudes
Group Work
Approaches to Marking and Grading
Letter Grades
Percentage Correct
Rubrics/Checklists
Standards-Based
Written Descriptions
Determining Report Card (Composite) Grades
Select What to Include in the Final Grade
Select Weights for Each Assessment
Combining Different Scores and Grades
Weighted Categories Versus Total Points Methods
Using Judgment When Combining Grades
Cheating
Assessing the Weight of Mandated Assessments
Recognizing Teacher Fallibility
Reporting Student Progress to Parents
Report Cards
Progress Reports
Parent-Teacher Conferences
Student-Led Conferences
Summary
Introductory Case Study Answer
Suggestions for Action Research.