Classroom Assessment and Educational Measurement
Herausgeber: Brookhart, Susan M; McMillan, James H
Classroom Assessment and Educational Measurement
Herausgeber: Brookhart, Susan M; McMillan, James H
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another.
Andere Kunden interessierten sich auch für
- Fairness in Educational Assessment and Measurement80,99 €
- Meeting the Challenges to Measurement in an Era of Accountability80,99 €
- George EngelhardInvariant Measurement69,99 €
- Integrating Timing Considerations to Improve Testing Practices58,99 €
- Kenneth S ShultzMeasurement Theory in Action71,99 €
- Technology and Testing74,99 €
- Testing in the Professions80,99 €
-
-
-
Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 286
- Erscheinungstermin: 16. Juli 2019
- Englisch
- Abmessung: 251mm x 175mm x 20mm
- Gewicht: 544g
- ISBN-13: 9781138580053
- ISBN-10: 1138580058
- Artikelnr.: 57176113
- Verlag: CRC Press
- Seitenzahl: 286
- Erscheinungstermin: 16. Juli 2019
- Englisch
- Abmessung: 251mm x 175mm x 20mm
- Gewicht: 544g
- ISBN-13: 9781138580053
- ISBN-10: 1138580058
- Artikelnr.: 57176113
Susan M. Brookhart is Professor Emerita in the School of Education at Duquesne University, USA, and an independent educational consultant. James H. McMillan is Professor in the Department of Foundations of Education in the School of Education at Virginia Commonwealth University, USA.
Contributor Biographies. Introduction, Susan M. Brookhart and James H.
McMillan I. Classroom Assessment Information 1. Perspectives on the
Validity of Classroom Assessments, Michael T. Kane and Saskia Wools 2.
Cognitive Diagnosis is Not Enough: The Challenge of Measuring Learning with
Classroom Assessments, Jacqueline P. Leighton 3. Language in Practice: A
Mediator of Valid Interpretations of Information Generated by Classroom
Assessments among Linguistically and Culturally Diverse Students, Alison L.
Bailey and Richard Durán 4. Feedback and Measurement, Susan M. Brookhart
5. Discussion of Part I: Assessment Information in Context, James H.
McMillan II. The Use of Classroom Assessment Information to Enhance
Learning 6. Guidance in the Standards for Classroom Assessment: Useful or
Irrelevant? Steve Ferrara, K. Maxey-Moore, and Susan M. Brookhart 7.
Defining Trustworthiness for Teachers' Multiple Uses of Classroom
Assessment Results, Alicia C. Alonzo 8. Learning Progressions and Embedded
Assessment, Derek C. Briggs and Erin M. Furtak 9. The Role of
Technology-Enhanced Self and Peer Assessment in Formative Assessment, E.
Caroline Wylie and Christine J. Lyon 10. Discussion of Part II: Should
"Measurement" Have a Role in Teacher Learning about Classroom Assessment?
Lorrie A. Shepard III. Emerging Issues in Classroom Assessment 11. Towards
Measures of Different and Useful Aspects of Schooling: Why Schools Need
Both Teacher Assigned Grades and Standardized Assessments, Alex J. Bowers
12. Digital Technologies: Supporting and Advancing Assessment Practices in
the Classroom, Michael Russell 13. Fairness in Classroom Assessment, Joan
Herman and Linda Cook 14. Discussion of Part III: Emerging Issues in
Classroom Assessment, Mark R. Wilson
McMillan I. Classroom Assessment Information 1. Perspectives on the
Validity of Classroom Assessments, Michael T. Kane and Saskia Wools 2.
Cognitive Diagnosis is Not Enough: The Challenge of Measuring Learning with
Classroom Assessments, Jacqueline P. Leighton 3. Language in Practice: A
Mediator of Valid Interpretations of Information Generated by Classroom
Assessments among Linguistically and Culturally Diverse Students, Alison L.
Bailey and Richard Durán 4. Feedback and Measurement, Susan M. Brookhart
5. Discussion of Part I: Assessment Information in Context, James H.
McMillan II. The Use of Classroom Assessment Information to Enhance
Learning 6. Guidance in the Standards for Classroom Assessment: Useful or
Irrelevant? Steve Ferrara, K. Maxey-Moore, and Susan M. Brookhart 7.
Defining Trustworthiness for Teachers' Multiple Uses of Classroom
Assessment Results, Alicia C. Alonzo 8. Learning Progressions and Embedded
Assessment, Derek C. Briggs and Erin M. Furtak 9. The Role of
Technology-Enhanced Self and Peer Assessment in Formative Assessment, E.
Caroline Wylie and Christine J. Lyon 10. Discussion of Part II: Should
"Measurement" Have a Role in Teacher Learning about Classroom Assessment?
Lorrie A. Shepard III. Emerging Issues in Classroom Assessment 11. Towards
Measures of Different and Useful Aspects of Schooling: Why Schools Need
Both Teacher Assigned Grades and Standardized Assessments, Alex J. Bowers
12. Digital Technologies: Supporting and Advancing Assessment Practices in
the Classroom, Michael Russell 13. Fairness in Classroom Assessment, Joan
Herman and Linda Cook 14. Discussion of Part III: Emerging Issues in
Classroom Assessment, Mark R. Wilson
Contributor Biographies. Introduction, Susan M. Brookhart and James H.
McMillan I. Classroom Assessment Information 1. Perspectives on the
Validity of Classroom Assessments, Michael T. Kane and Saskia Wools 2.
Cognitive Diagnosis is Not Enough: The Challenge of Measuring Learning with
Classroom Assessments, Jacqueline P. Leighton 3. Language in Practice: A
Mediator of Valid Interpretations of Information Generated by Classroom
Assessments among Linguistically and Culturally Diverse Students, Alison L.
Bailey and Richard Durán 4. Feedback and Measurement, Susan M. Brookhart
5. Discussion of Part I: Assessment Information in Context, James H.
McMillan II. The Use of Classroom Assessment Information to Enhance
Learning 6. Guidance in the Standards for Classroom Assessment: Useful or
Irrelevant? Steve Ferrara, K. Maxey-Moore, and Susan M. Brookhart 7.
Defining Trustworthiness for Teachers' Multiple Uses of Classroom
Assessment Results, Alicia C. Alonzo 8. Learning Progressions and Embedded
Assessment, Derek C. Briggs and Erin M. Furtak 9. The Role of
Technology-Enhanced Self and Peer Assessment in Formative Assessment, E.
Caroline Wylie and Christine J. Lyon 10. Discussion of Part II: Should
"Measurement" Have a Role in Teacher Learning about Classroom Assessment?
Lorrie A. Shepard III. Emerging Issues in Classroom Assessment 11. Towards
Measures of Different and Useful Aspects of Schooling: Why Schools Need
Both Teacher Assigned Grades and Standardized Assessments, Alex J. Bowers
12. Digital Technologies: Supporting and Advancing Assessment Practices in
the Classroom, Michael Russell 13. Fairness in Classroom Assessment, Joan
Herman and Linda Cook 14. Discussion of Part III: Emerging Issues in
Classroom Assessment, Mark R. Wilson
McMillan I. Classroom Assessment Information 1. Perspectives on the
Validity of Classroom Assessments, Michael T. Kane and Saskia Wools 2.
Cognitive Diagnosis is Not Enough: The Challenge of Measuring Learning with
Classroom Assessments, Jacqueline P. Leighton 3. Language in Practice: A
Mediator of Valid Interpretations of Information Generated by Classroom
Assessments among Linguistically and Culturally Diverse Students, Alison L.
Bailey and Richard Durán 4. Feedback and Measurement, Susan M. Brookhart
5. Discussion of Part I: Assessment Information in Context, James H.
McMillan II. The Use of Classroom Assessment Information to Enhance
Learning 6. Guidance in the Standards for Classroom Assessment: Useful or
Irrelevant? Steve Ferrara, K. Maxey-Moore, and Susan M. Brookhart 7.
Defining Trustworthiness for Teachers' Multiple Uses of Classroom
Assessment Results, Alicia C. Alonzo 8. Learning Progressions and Embedded
Assessment, Derek C. Briggs and Erin M. Furtak 9. The Role of
Technology-Enhanced Self and Peer Assessment in Formative Assessment, E.
Caroline Wylie and Christine J. Lyon 10. Discussion of Part II: Should
"Measurement" Have a Role in Teacher Learning about Classroom Assessment?
Lorrie A. Shepard III. Emerging Issues in Classroom Assessment 11. Towards
Measures of Different and Useful Aspects of Schooling: Why Schools Need
Both Teacher Assigned Grades and Standardized Assessments, Alex J. Bowers
12. Digital Technologies: Supporting and Advancing Assessment Practices in
the Classroom, Michael Russell 13. Fairness in Classroom Assessment, Joan
Herman and Linda Cook 14. Discussion of Part III: Emerging Issues in
Classroom Assessment, Mark R. Wilson