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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.
    •    
    • Author/Creator:McMillan, James H., author.
    • Published/Created:NY, NY : Pearson Education, Inc., [2018]

    • Holdings

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    • Library of Congress Subjects:Educational tests and measurements.
      Examinations--Validity.
      Examinations--Interpretation.
      Motivation in education.
    • Edition:Seventh edition.
    • Description:xvii, 536 pages ; 24 cm
    • Notes:Includes bibliographical references and index.
    • ISBN:9780134523309 paperback
      013452330X paperback
    • 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.
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