Assessment Essentials for Standards-Based Education
Written by an expert in the field of classroom assessment, Essential Assessment Concepts for Teachers and Administrators, Second Edition is a user-friendly resource that helps teachers, administrators, and other school personnel understand how to apply essential assessment concepts in their schools. This guide is also an ideal reference for policymakers in making assessment-related decisions. Whether the assessment is focused on what occurs in the classroom or on externally mandated standardized tests, teachers will learn how to effectively integrate the assessment process with teaching and learning to enhance student learning and promote overall educational goals. The author provides guidelines for developing high-quality assessments and for using them appropriately and discusses important principles of standardized testing, including standards-based testing. This second edition features two new chapters. Chapter 5 provides a succinct overview of different assessment techniques and methods, including both constructed-response and closed-end assessments, while Chapter 8 discusses grading practices in the context of standards-based education.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Assessment Methods Items and Techniques
Understanding and Using Numerical Data
Interpreting and Using National and State
Other editions - View all
Essential Assessment Concepts for Teachers and Administrators
James H. McMillan
Limited preview - 2000
ability tests academic enablers accountability tests achievement tests answered correctly appropriate classroom assessment complete consistency constructed-response correct answer criterion-referenced decisions demonstrate Designing Infers determine difficulty disabilities distribution error essay evaluate evidence based example factors feedback Figure formative assessment frequency distribution grade high-stakes homework identify important indicate inferences instruction interpretations interquartile range judgment large-scale assessment large-scale test learning targets low scores match mean measure ment norm-referenced norm-referenced tests normal distribution number of items percent percentage percentile performance assessment portfolio proficiency questions raw score relationship reliability response scale scatterplot school accreditation scoring criteria selected-response self-concept Self-efficacy specific standard deviation Standard Score standardized tests standards-based education stereotypes student achievement student learning student performance student scores students know summative Summative Assessment Table tasks teachers teaching test items test scores tion trait types of assessments typically understanding unit test validity variable writing z score