Handbook of Classroom Assessment
Learning, Achievement and Adjustment
Published on 5. November 1996
Book
Paperback/Softback
498 pages
978-0-12-554156-5 (ISBN)
Description
This handbook takes a multidimensional approach to classroom assessment. A combination of theory and practice, the book emphasizes the assessment of classroom learning with content areas and development of standards for evaluation. The book also features assessment of academic self-concept and subjective well being in children and adolescents. It provides field tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages and the visual arts. The book is divided into four sections: section one deals with the top five theories with respect to what learning is, how it's related to achievement, and how we assess both in the classroom setting; section two on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12; assessment of classroom learning in section three presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades; section four on classroom practices includes an assessment of general reasoning skills and performance and how they develop a grading philosophy.
More details
Series
Language
English
Place of publication
San Diego
United States
Publishing group
Elsevier Science Publishing Co Inc
Target group
College/higher education
Professional and scholarly
Illustrations
b&w illustrations, references, index
Dimensions
Height: 227 mm
Width: 152 mm
Weight
794 gr
ISBN-13
978-0-12-554156-5 (9780125541565)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Person
Content
Learning, achievement, and constructs at a crossroads, G.J. Cizak; Classroom assessment: a multidimensional perspective, G. Phye; Teacher assessment literacy: what do teachers know about assessment? B. Plake, J.C. Impara; Classroom assessment as inquiry, R. Calfee, W. Masuda; Classroom assessment of reasoning strategies, E. Quellmalz, J. Hoskyn; Academic self-concept: beyond the dustbowl, H.W. Marsh, R. Craven; Assessment of subjective well-being in children and adolescents, T. Bender; Assessment during the preschool years, C.E. Sanders; The role standardized achievement tests in grades K-12, T. Ansley; A new vision of the nature and purposes of assessment in the mathematics classroom, F.K. Lester et al; Elementary social studies: instruments, activities, and standards, J. Alleman, J. Brophy; Assessment in social studies: standards and examples, F.M. Newman; Foreign languages: instruments, techniques, and standards, N. Rhodes et al; A user-friendly guide to assessment in visual arts, D. Dake, J. Weinkein; Kindergarten through grade 12 standards: a philosophy of grading, B.H. Loyd, D.E. Loyd;Portfolios for large-scale assessment, B. Stecher, J.L. Herman; The National Assessment of Educational Progress (NAEP), A.E. Beaton. Epilogue: Classroom assessment - looking forward, G. Phye.