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Classroom assessment and educational measurement

Author: Susan M Brookhart; James H McMillan
Publisher: New York, NY : Routledge, Taylor & Francis Group, 2020.
Series: NCME applications of educational measurement and assessment book series.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
"Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret  Read more...
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Additional Physical Format: Online version:
Classroom assessment and educational measurement
New York, NY : Routledge, 2019
(DLC) 2019022217
Document Type: Book
All Authors / Contributors: Susan M Brookhart; James H McMillan
ISBN: 9781138580046 113858004X 9781138580053 1138580058
OCLC Number: 1089489535
Description: ix, 285 pages : illustrations ; 26 cm.
Contents: Introduction / Susan M. Brookhart and James H. McMillan --
Classroom assessment information --
Perspectives on the validity of classroom assessments / Michael T. Kane and Saskia Wools --
Cognitive diagnosis is not enough: the challenge of measuring learning with classroom assessments / Jacqueline P. Leighton --
Language in practice: a mediator of valid interpretations of information generated by classroom assessments among linguistically and culturally diverse students / Alison I. Bailey and Richard Durán --
Feedback and measurement / Susan M. Brookhart --
Discussion of part I: assessment information in context / James H. McMillan --
The use of classroom assessment information to enhance learning --
Guidance in the standards for classroom assessment: useful or irrelevant? / Steve Ferrara, K. Maxey-Moore, and Susan M. Brookhart Defining trustworthiness for teachers' multiple uses of classroom assessment results / Alicia C. Alonzo --
Learning progressions and embedded assessment / Derek C. Briggs and Erin M. Furtak --
The role of technology-enhanced self and peer assessment in formative assessment --
E. Caroline Wylie and Christine J. Lyon --
Discussion of part II: should "measurement" have a role in teacher learning about classroom assessment? / Lorrie A. Shepard --
Emerging issues in classroom assessment --
Towards measures of different and useful aspects of schooling: why schools need both teacher assigned grades and standardized assessments / Alex J. Bowers --
Digital technologies: supporting and advancing assessment practices in the classroom / Michael Russell --
Fairness in classroom assessment / Joan Herman and Linda cook --
Discussion of part III: emerging issues in classroom assessment / Mark R. Wilson.
Series Title: NCME applications of educational measurement and assessment book series.
Responsibility: edited by Susan M. Brookhart and James H. McMillan.

Abstract:

"Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives" --

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"For too long, the field of assessment has been divided into two camps: those focused on classroom assessment and those focused on large-scale standardized testing. The former group has concentrated Read more...

 
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