Teacher Learning with Classroom Assessment PDF Download

Author: Heng Jiang
Publisher: Springer
ISBN: 981109053X
Category : Education
Languages : en
Pages : 201

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Book Description
This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.

Author: Sharon L. Nichols
Publisher: IAP
ISBN: 1648024297
Category : Education
Languages : en
Pages : 321

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Book Description
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, “walk our talk” in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms. Praise for Teaching on Assessment "This thought-provoking book brings together perspectives from educational psychology and teacher education to examine how assessment can best support student motivation, engagement, and learning. In the volume, editors Nichols and Varier present a set of chapters written by leaders in the field to examine critical questions about how to best prepare teachers to make instructional decisions, understand assessment within the context of learning and motivation theory, and draw on assessment in ways which can meet the needs of diverse learners. Written in a highly accessible language and style, each chapter contains clear takeaway messages designed for educational psychologists, teacher educators, teachers, and pre-service teachers. This book is essential reading for anyone involved in teaching or developing our future teaching professionals." Lois R. Harris, Australian Catholic University "This impressive book provides a wealth of contemporary and engaging resources, ideas and perspectives that educational psychology instructors will find relevant for helping students understand the complexity of assessment decision-making as an essential component of instruction. Traditional assessment principles are integrated with contemporary educational psychology research that will enhance prospective teachers’ decision-making about classroom assessments that promote all students’ learning and motivation. It is unique in showing how to best leverage both formative and summative assessment to boost student engagement and achievement, enabling students to understand how to integrate practical classroom constraints and realities with current knowledge about self-regulation, intrinsic motivation, and other psychological constructs that assessment needs to consider. The chapters are written by established experts who are able to effectively balance presentation of research and theory with practical applications. Notably, the volume includes very important topics rarely emphasized in other assessment texts, including assessment literacy frameworks, diversity, equity, assessment strategies for students with special needs, and data-driven decision making. The book will be an excellent supplement for educational psychology classes or for assessment courses, introducing students to current thinking about how to effectively integrate assessment with instruction." James McMillan, Virginia Commonwealth University.

Author: Thomas A. Angelo
Publisher: Jossey-Bass Incorporated Pub
ISBN: 9780787982362
Category : Education
Languages : en
Pages :

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Book Description
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today.

Author: Lorna M. Earl
Publisher: Corwin Press
ISBN: 1452242976
Category : Education
Languages : en
Pages : 161

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Book Description
Using clear explanations and cases, this must-have resource shows how formative assessment can improve student learning. Included are lesson plans and ideas for easy implementation.

Author: Dr Craig Mertler
Publisher: Taylor & Francis
ISBN: 1351971050
Category : Psychology
Languages : en
Pages : 353

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Book Description
• Provides detailed information on · the functions of assessment; · how to construct, administer, and interpret the results of teacher-developed assessment techniques; and · how to interpret the results of externally developed instruments such as standardized tests. • Both traditional and newer, alternative assessment techniques are covered. • Advantages and disadvantages of each assessment technique are discussed. • A companion website helps both instructors and students obtain additional information on topics of special interest to them. • Numerous examples of the principles and procedures make it easy for students to understand the material. • The highly practical nature of this book stems from the focus on how assessment intertwines with other everyday activities in classrooms. • Measurement theory and computational procedures that are unlikely to be used by classroom teachers are de-emphasized, producing a textbook that provides comprehensive coverage without being unnecessarily technical.

Author: Raymond H. Witte
Publisher: McGraw-Hill Education
ISBN: 9780073378701
Category : Education
Languages : en
Pages : 0

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Book Description
Classroom Assessment for Teachers provides students with essential professional knowledge/skill sets along with contemporary issues surrounding the assessment of student learning progress and achievement. By utilizing an inquiry-oriented approach, pre-service teacher candidates can explore the essential relationship between assessment and teaching with a deliberate focus on encouraging students to construct their own assessment framework and select measures and procedures that are designed to meet their own needs along with those of their students. Individual chapters are devoted to critical assessment topics, including instruction-learning-assessment alignment, formative assessment, self-assessment, formative assessment, grading, Response to Intervention (RTI), performance assessment, affective assessment, as well as high-stakes testing, validity and reliability, and the use of applied statistics in the classroom.

Author: Margaret Heritage
Publisher: Corwin
ISBN: 1544394217
Category : Education
Languages : en
Pages : 145

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Book Description
Enrich, grow, and sustain AfL in your classroom. Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. Packed with key AfL ideas and supports, vignettes that illustrate AfL in action, and practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspectives, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.

Author: Lorin W. Anderson
Publisher: Routledge
ISBN: 1135657599
Category : Education
Languages : en
Pages : 201

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Book Description
This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making. To become better teachers then, teachers must learn to make informed decisions about both individual students (learning decisions) and about groups of students (teaching decisions). This book gives equal status to both types of decisions and shows how assessment is integral to both. The organization of the book is sequential, mirroring the way in which information should be used to make decisions. It begins with a conceptual framework linking information to decision making, then moves to the design of assessment instruments and the collection of assessment information, then to the interpretation of assessment information and, finally, to reporting the results of both the assessment and the decision-making process. There is an emphasis throughout on linking why teachers assess with what and how they assess. Other key features include: * Practical Framework -- The book's framework corresponds to the framework that teachers use to grade their students: conduct (classroom behavior), effort (student motivation), and achievement (student learning). * Unique Chapters -- There are separate chapters on interpreting assessment information prior to decision making and on reporting assessment information to parents, teachers, and administrators. * Flexibility -- Because of its modest length and price, and its practical focus on the links between assessment and everyday teacher decision making, this text can be used either in full-length assessment courses for teachers or to teach the assessment units in educational psychology or integrated methods courses.

Author: Jan Chappuis
Publisher:
ISBN: 9780135185575
Category : Educational tests and measurements
Languages : en
Pages : 464

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Book Description
Classroom Assessment for Student Learning helps readers gather accurate information about students' achievement and use the assessment process and its results effectively to improve achievement. This user-friendly guide is full of practical tips, activities, and real-world examples of what assessment for learning looks like in today's classrooms. The 3rd Edition continues to focus on five keys to quality classroom assessment, with an enhanced emphasis on the formative use of classroom assessment results. The keys help readers 1) establish a clear assessment purpose to meet the information needs of all intended users; 2) base instruction and assessment on clear learning targets; 3) design or select all assessments to meet standards of accuracy; 4) communicate summative and formative results effectively; and 5) involve students in the assessment process and in using results to further learning. Also available with the Enhanced Pearson eText* The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad(R) and Android(R) tablet.** Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. **The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and Enhanced Pearson eText search for: 0135178983 / 9780135178980 Classroom Assessment for Student Learning: Doing It Right - Using It Well Plus Enhanced Pearson eText -- Access Card Package Package consists of: 0134899164 / 9780134899169 Classroom Assessment for Student Learning: Doing It Right - Using It Well, Pearson eText -- Access Card 0135185572 / 9780135185575 Classroom Assessment for Student Learning: Doing It Right - Using It Well

Author: Eddy White
Publisher: Cambridge Scholars Publishing
ISBN: 1527547639
Category : Foreign Language Study
Languages : en
Pages : 354

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Book Description
This book focuses where assessment has greatest relevance—the classroom. A great deal of research related to assessment is focused on ‘the testing industry’, high-stakes language proficiency testing, and related analytical and statistical reports that are far removed from teachers’ and students’ experiences in the classroom. Recently, more attention has been paid to assessment in language classrooms and the many challenges that teachers face in both measuring and promoting student learning. This book contributes to the body of knowledge related to teacher assessment competence, and how it is manifested in the decisions they make about assessment procedures and instruments in their classes. Focused on specific challenges related to classroom assessment, each chapter reports on particular assessment issues faced by teachers, their choices regarding such issues, and the consequences (actual or anticipated) of their decision-making. This book will interest the thousands of teachers globally dealing with the numerous challenges associated with effective classroom assessment in language learning. This collection of teacher voices, stories, and investigations provides possible solutions to such challenges, and will serve to promote assessment literacy in the language teaching profession.