Descripciones mejoradas de Syndetics:

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.

Tabla de contenidos provista por Syndetics

• Chapter 1 Teaching, Learning, and Assessment
• Chapter 2 Elements of the Instruction-Learning-Assessment Model
• Chapter 3 Academic Standards and Evidence of Student Learning
• Chapter 4 Validity, Reliability, and Avoiding Assessment Bias
• Chapter 5 Formative Assessment: Guiding Student Learning
• Chapter 6 Performance Assessment
• Chapter 7 Self-Assessment and Progress Monitoring
• Chapter 8 Summative Assessment: Confirming Student Achievement
• Chapter 9 Grading and Student Evaluation
• Chapter 10 Statistics in the Classroom
• Chapter 11 Standardized Tests and High Stakes Testing
• Chapter 12 Assessment of Students with Identified Learning Needs
• Chapter 13 Classroom Assessment and Response to Intervention (RTI)
• Chapter 14 Affective Assessment
• Chapter 15 Getting Started on the Assessment Path

Notas de autor provistas por Syndetics

Dr. Raymond Witte received his Ph.D. from the University of Kentucky in 1991 and has been teaching at Miami University since 1993. During his tenure at Miami, he has taught a wide range of courses including the assessment and intervention courses in both the undergraduate teacher education program and the graduate school psychology program. His areas of research interest include assessment, school transition, mental health, and diversity. Dr. Witte has extensive P-12 school experience as a school psychologist (1988-93), preschool/extended kindergarten program director, and assessment coordinator for the Jessamine County school district in Nicholasville, Kentucky. Dr. Witte is currently working on an assessment textbook designed for special education teachers.