Coverart for item
The Resource Handbook of classroom assessment : learning, achievement, and adjustment, edited by Gary D. Phye

Handbook of classroom assessment : learning, achievement, and adjustment, edited by Gary D. Phye

Label
Handbook of classroom assessment : learning, achievement, and adjustment
Title
Handbook of classroom assessment
Title remainder
learning, achievement, and adjustment
Statement of responsibility
edited by Gary D. Phye
Contributor
Subject
Genre
Language
eng
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
Member of
Cataloging source
OPELS
Dewey number
371.2/6
Illustrations
illustrations
Index
index present
LC call number
LB3051
LC item number
.H3198 1997eb
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • handbooks
http://library.link/vocab/relatedWorkOrContributorName
Phye, Gary D
Series statement
Educational psychology series
http://library.link/vocab/subjectName
  • Educational tests and measurements
  • Learning
  • Academic achievement
  • Educational psychology
  • Tests et mesures en éducation
  • Apprentissage
  • Succès scolaire
  • Psychopédagogie
  • EDUCATION
  • STUDY AIDS
  • EDUCATION
  • Academic achievement
  • Educational psychology
  • Educational tests and measurements
  • Learning
  • United States
  • Onderwijs
  • Tests
  • Leren
  • Onderwijspsychologie
  • Studieresultaten
Label
Handbook of classroom assessment : learning, achievement, and adjustment, edited by Gary D. Phye
Link
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Assessment: Perspectives and Theory: -- G.J. Cizek, Learning, Achievement, and Assessment: Constructs at a Crossroads. -- G.D. Phye, Classroom Assessment: A Multidimensional Perspective. -- B.S. Plake and J.C. Impara, Teacher Assessment Literacy: What Do Teachers Know about Assessment? -- R.C. Calfee and W.V. Masuda, Classroom Assessment as Inquiry. -- E. Quellmalz and J. Hoskyn, Classroom Assessment of Reasoning Strategies. -- H.W. Marsh and R. Craven, Academic Self-Concept: Beyond the Dustbowl. -- T.A. Bender, Assessment of Subjective Well-Being During Childhood and Adolescence. -- Standardized Assessment: -- C.E. Sanders, Assessment During the Preschool Years. -- T. Ansley, The Role of Standardized Achievement Tests in Grades K-12. -- Assessment of Classroom Learning: -- F.K. Lester, Jr., D.V. Lambdin, and R.V. Preston, A New Vision of the Nature and Purposes of Assessment in the Mathematics Classroom. -- J. Alleman and J. Brophy, Elementary Social Studies: Instruments, Activities, and Standards. -- F.M. Newmann, Authentic Assessment in Social Studies: Standards and Examples. -- N.C. Rhodes, M.H. Rosenbusch, and L. Thompson, Foreign Languages: Instruments, Techniques, and Standards. -- D. Dake and J. Weinkein, A User-Friendly Guide to Assessment in Visual Arts. -- Developing Standards: -- B.H. Loyd and D.E. Loyd, Kindergarten through Grade 12 Standards: A Philosophy of Grading. -- B.M. Stecher and J.L. Herman, Using Portfolios for Large-Scale Assessment. -- A.E. Beaton, The National Assessment of Educational Progress. -- G.D. Phye, Epilogue: Classroom Assessment--Looking Forward. -- Index
Control code
ocn162128804
Dimensions
unknown
Extent
1 online resource (xxii, 545 pages)
Form of item
online
Isbn
9780125541565
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations.
Specific material designation
remote
Stock number
78624:78624
System control number
  • (Sirsi) o162128804
  • (OCoLC)162128804
Label
Handbook of classroom assessment : learning, achievement, and adjustment, edited by Gary D. Phye
Link
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Assessment: Perspectives and Theory: -- G.J. Cizek, Learning, Achievement, and Assessment: Constructs at a Crossroads. -- G.D. Phye, Classroom Assessment: A Multidimensional Perspective. -- B.S. Plake and J.C. Impara, Teacher Assessment Literacy: What Do Teachers Know about Assessment? -- R.C. Calfee and W.V. Masuda, Classroom Assessment as Inquiry. -- E. Quellmalz and J. Hoskyn, Classroom Assessment of Reasoning Strategies. -- H.W. Marsh and R. Craven, Academic Self-Concept: Beyond the Dustbowl. -- T.A. Bender, Assessment of Subjective Well-Being During Childhood and Adolescence. -- Standardized Assessment: -- C.E. Sanders, Assessment During the Preschool Years. -- T. Ansley, The Role of Standardized Achievement Tests in Grades K-12. -- Assessment of Classroom Learning: -- F.K. Lester, Jr., D.V. Lambdin, and R.V. Preston, A New Vision of the Nature and Purposes of Assessment in the Mathematics Classroom. -- J. Alleman and J. Brophy, Elementary Social Studies: Instruments, Activities, and Standards. -- F.M. Newmann, Authentic Assessment in Social Studies: Standards and Examples. -- N.C. Rhodes, M.H. Rosenbusch, and L. Thompson, Foreign Languages: Instruments, Techniques, and Standards. -- D. Dake and J. Weinkein, A User-Friendly Guide to Assessment in Visual Arts. -- Developing Standards: -- B.H. Loyd and D.E. Loyd, Kindergarten through Grade 12 Standards: A Philosophy of Grading. -- B.M. Stecher and J.L. Herman, Using Portfolios for Large-Scale Assessment. -- A.E. Beaton, The National Assessment of Educational Progress. -- G.D. Phye, Epilogue: Classroom Assessment--Looking Forward. -- Index
Control code
ocn162128804
Dimensions
unknown
Extent
1 online resource (xxii, 545 pages)
Form of item
online
Isbn
9780125541565
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations.
Specific material designation
remote
Stock number
78624:78624
System control number
  • (Sirsi) o162128804
  • (OCoLC)162128804

Library Locations

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      Collins Hall 2nd Floor Waubonsee Community College Route 47 at Waubonsee Drive, Sugar Grove, IL, 60554-9454, US
      41.7974 -88.45785
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