Handbook of Classroom Assessment

This book PDF is perfect for those who love Psychology genre, written by Gary D. Phye and published by Academic Press which was released on 19 November 1996 with total hardcover pages 545. You could read this book directly on your devices with pdf, epub and kindle format, check detail and related Handbook of Classroom Assessment books below.

Handbook of Classroom Assessment
Handbook of Classroom Assessment
Author : Gary D. Phye
File Size : 53,5 Mb
Publisher : Academic Press
Language : English
Release Date : 19 November 1996
ISBN : 0080533027
Pages : 545 pages
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Handbook of Classroom Assessment by Gary D. Phye Book PDF Summary

The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss current theories. The book also features assessment of academic self-concept and subjective well-being in children and adolescents. The Handbook provides successfully field-tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages, and the visual arts. Contributing chapter authors share the unique distinction of having backgrounds that include both the development of assessment theory and first hand experience translating theory into practice at the classroom, school site, state, or national level. The book is divided into four sections. Section I discusses 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 II on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12. Assessment of classroom learning, Section III, presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades. Section IV on classroom practices includes an assessment of general reasoning skills and performance and how to develop a grading philosophy. Key Features * Explains the why, what, and how of classroom assessment * Combines theory and practice for a multidimensional approach to assessment * Presents test instruments and techniques specific to measuring various skills * Uses field-tested examples of assessment techniques * Provides a resource for staff development at the school site

Handbook of Classroom Assessment

Handbook of Classroom Assessment by Gary D. Phye

The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss

Get Book
Classroom Assessment Techniques

Classroom Assessment Techniques by Thomas A. Angelo,K. Patricia Cross

This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment--from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom

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SAGE Handbook of Research on Classroom Assessment

SAGE Handbook of Research on Classroom Assessment by James H. McMillan

The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties

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Classroom Assessment Techniques

Classroom Assessment Techniques by Thomas A. Angelo,Patricia K. Cross

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

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A Handbook of Classroom Assessment

A Handbook of Classroom Assessment by Ashton D. Trice

Based on over 100 interviews with preschool and K-12 teachers, A Handbook of Classroom Assessment is a brief and practical guide that helps future teachers understand the basic issues of assessment and shows them how to use assessment as an integral part of the teaching process. Balanced in its approach, it

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Handbook of Formative Assessment

Handbook of Formative Assessment by Heidi Andrade,Gregory J. Cizek

Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to

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Classroom Assessment in Multiple Languages

Classroom Assessment in Multiple Languages by Margo Gottlieb

What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and

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Handbook of Research on Assessment Literacy and Teacher Made Testing in the Language Classroom

Handbook of Research on Assessment Literacy and Teacher Made Testing in the Language Classroom by White, Eddy,Delaney, Thomas

The evaluation of student performance and knowledge is a critical element of an educator’s job as well as an essential step in the learning process for students. The quality and effectiveness of the evaluations given by educators are impacted by their ability to create and use reliable and valuable

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