Teacher-Made Assessments (2nd Ed.) How to Connect Curriculum, Instruction, and Student Learning
Auteurs : Gareis Christopher, Grant Leslie W.
Assessment is not only a measure of student learning, but a means to student learning. This bestselling book guides you in constructing and using your own classroom assessments, including tests, quizzes, essays, and rubrics to improve student achievement. You will learn how to weave together curriculum, instruction, and learning to make assessment a more natural, useful part of teaching.
Find out how to...
- ensure your assessments are fair, reliable, and valid;
- construct assessments that meet the level of cognitive demand expected of students;
- create select-response items and understand technology-enhanced items that are increasingly being used on assessments;
- use constructed-response items and develop scoring criteria such as rubrics; and
- analyze student results on assessments and use feedback more effectively.
This second edition features updated examples that reflect the Common Core State Standards as well as other content standards and new, useful samples of teacher-friendly techniques for strengthening classroom assessment practices. No matter what grade level or subject area you teach, this practical book will become your go-to resource for designing effective assessments.
Contents
Foreword by Thomas Guskey
About the Authors
Acknowledgements
Chapter 1: Why Should I Assess Student Learning in My Classroom?
Chapter 2: What Makes a Good Assessment?
Chapter 3: How Do I Create a Good Assessment?
Chapter 4: How Do I Create Good Select-Response Items?
Chapter 5: How Do I Create Good Constructed-Response Items?
Chapter 6: How to I Connect Assessment to Student Learning?
Chapter 7: How Can I Constructively Influence Professional Practice in My School?
References
Glossary of Terms
Christopher R. Gareis, EdD, is Associate Professor of educational leadership at the College of William and Mary, where he also served as Associate Dean for teacher education for more than a decade. He regularly works with school districts in the areas of classroom-based assessment, mentoring, instructional leadership, strategic planning, and teacher evaluation.
Leslie W. Grant, PhD,is Assistant Professor of educational leadership at the College of William and Mary. She has been a teacher, an instructional leader, and a content editor and item writer for a major test publishing company. She works with school districts in the areas of using data to inform decision-making, classroom-based assessment, and effective teaching practices.
Date de parution : 04-2015
17.8x25.4 cm
Date de parution : 04-2015
17.8x25.4 cm
Thème de Teacher-Made Assessments :
Mots-clés :
Intended Learning Outcome; Interim Assessment Data; Teacher-Made Assessments; Animal Kingdoms; Christopher Gareis; Constructed Response Items; Leslie Grant; Select Response Item; student learning; Unit Assessment Plan; student achievement; Middle School Social Studies Teacher; performance-based assessments; Professional Development; select-response; Classroom Assessment; constructed-response; Master Fractions; professional practice; Select Response Item Format; teacher resource; High Stakes State Assessments; assessment literacy; Short Answer Items; formative assessment; Poor Item; grading; Classroom Assessment Practices; horizontal articulation; Answer Choices; instruction; Item Stem; summative assessment; Essay Item; teacher leadership; Holistic Rubric; Multiple Choice Items; vertical articulation; Analytic Rubric; Smarter Balanced Assessment Consortium; Scoring Criteria; Developing Scoring Criteria; Classroom Assessment Results
