000			03320cam a22004094i 4500
001			ocm62493594
003			OCoLC
005			20240726101800.0
008			050123s2007 maua b 001 0 eng
010			_a2005056633
020			_a9780205485840
040			_aDLC _beng _erda _cDLC _dYDX _dBAKER _dIG# _dBTCTA _dYDXCP _dWSL _dDEBBG _dOCLCQ _dOCL _dSBI
042			_apcc
049			_aSBIM
050	0	4	_aLB3050
050	0	4	_aLB3050.M478.C537 2007
100	1		_aMcMillan, James H, _e1
245	1	0	_aClassroom assessment : _bprinciples and practice for effective standards-based instruction / _cJames H. McMillan. _hPR
250			_aforth edition.
260			_aBoston, Massachusetts : _bPearson/Allyn and Bacon, _c(c)2007.
300			_axv, 448 pages : _billustrations ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a1 (pages 435-440) and index.
505	0	0	_aThe role of assessment in teaching -- _tLearning targets and standards -- _tHigh-quality classroom assessment -- _tAssessment before instructions : learning about your students -- _tFormative assessment : assessing and promoting student progress during instruction -- _tObjectively scored assessments of knowledge and simple understanding : completion, short-answer, and selected-response items -- _tSelected-response, short-answer, and essay items : assessing deep understanding and reasoning -- _tPerformance assessments : assessing deep understanding, reasoning, and skills -- _tPortfolios : assessing understanding, reasoning, skills, and products -- _tAssessing affective traits and dispositions -- _tAssessing students with special needs in inclusive settings -- _tGrading and reporting student performance -- _tAdministering and interpreting standardized and state standards-based tests.
520	0		_aPublisher description: Classroom Assessment provides prospective and current teachers with a concise, non-technical, and practical guide to conducting a full range of high-quality classroom assessments. The text emphasizes assessment in the context of the realities of teaching and teacher decision-making in an era of standards-based education. Assessment methods are integrated with instruction and presented according to when teachers evaluate students (before, during, and after an instructional unit), the learning targets that are measured, and standards emphasized in state-wide testing. There is considerable emphasis on the nature of learning targets and how different assessments are most appropriate for different targets. For each assessment technique, suggestions for effective practice are presented with examples, case studies, and teacher interviews.
530			_a2
650		0	_aEducational tests and measurements.
650		0	_aExaminations.
650		0	_aExaminations _xValidity.
856	4	1	_zTable of contents _uhttp://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014795242&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
907			_a.b14992802 _b02-06-12 _c01-24-08
942			_cBK _hLB _m2007 _i2018-07-15 _k0.00 _2ddc _w58
945			_g1 _i31923001444641 _j2 _lcimc _o- _p0.00 _q- _r- _s- -- _t61 _u2 _v0 _w2 _x0 _y.i18981690 _z10-03-11
998			_b10-03-11 _cm _da
999			_c23519 _d23519
902			_a1 _bCynthia Snell _c1 _dCynthia Snell