This is one of the ten books that is part of the Assessment Kit. The purpose of this book is to talk to teachers about classroom assessment from a natural perspective-that of instruction and children. Classroom teachers are often somewhat anxious and fearful about assessment, especially testing, but they are comfortable with the ideas of their own instruction and their students. If a book on classroom assessment starts from their areas of strength and shows how assessment is a natural extension of those strengths, then the message of how to improve classroom assessment and make it work for instruction and children can be better received.…mehr
This is one of the ten books that is part of the Assessment Kit. The purpose of this book is to talk to teachers about classroom assessment from a natural perspective-that of instruction and children. Classroom teachers are often somewhat anxious and fearful about assessment, especially testing, but they are comfortable with the ideas of their own instruction and their students. If a book on classroom assessment starts from their areas of strength and shows how assessment is a natural extension of those strengths, then the message of how to improve classroom assessment and make it work for instruction and children can be better received.
Jeffrey Smith is Professor and formerly Dean of the College of Education at the University of Otago in New Zealand. He earned his bachelor's degree from Princeton and his PhD from the University of Chicago. He taught at Rutgers University in New Jersey for 29 years where he was Chair of the Educational Psychology Department. He moved to New Zealand in 2005 and has been there ever since. While teaching at Rutgers, Jeff served as a consultant to the Metropolitan Museum of Art, where he was the Head of their Office of Research and Evaluation. He has written over 100 research articles and 10 books on assessment and the psychology of aesthetics, including being co-editor of The Cambridge Handbook on Instructional Feedback.
Inhaltsangabe
Series Editors¿ Introduction Preface Acknowledgments About the Authors 1. Determining Goals, Targets and Objectives 2. How Will Assessment Be Used? 3. Designing Assessments That Evolve From Instruction 4. Beginning the Design Process 5. Choosing Performance/Authentic Assessments/Projects 6. Using Multiple Choice and Other Objective Measures 7. Using Essays and Reports 8. Incorporating Affective and Related Ideas 9. Preparing Students for Assessments 10. Scoring and Communicating Results 11. Planning Parent-Teacher Conferences 12. Assessing Students With Special Needs 13. Seamless Integration of Goals, Instruction and Assessment References Index
Series Editors¿ Introduction Preface Acknowledgments About the Authors 1. Determining Goals, Targets and Objectives 2. How Will Assessment Be Used? 3. Designing Assessments That Evolve From Instruction 4. Beginning the Design Process 5. Choosing Performance/Authentic Assessments/Projects 6. Using Multiple Choice and Other Objective Measures 7. Using Essays and Reports 8. Incorporating Affective and Related Ideas 9. Preparing Students for Assessments 10. Scoring and Communicating Results 11. Planning Parent-Teacher Conferences 12. Assessing Students With Special Needs 13. Seamless Integration of Goals, Instruction and Assessment References Index
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