Classroom Applications of Educational Measurement

Oosterhof

ISBN 10: 0135203880 / ISBN 13: 9780135203880

Published by Prentice Hall, USA, 2000

About this Item

Text appears to have multiple markings such as highlighting, underlining & writing. Cover has wear and corner bumps. The spine is in good condition with some wear. 445 pages. Multiple copies available this title. Quantity Available: 11. Shipped Weight: Under 1 kilo. Category: Education; ISBN: 0135203880. ISBN/EAN: 9780135203880. Pictures of this item not already displayed here available upon request. Inventory No: 1561036003.

Seller Inventory # 1561036003

Bibliographic Details

• Title: Classroom Applications of Educational Measurement
• Publisher: Prentice Hall, USA
• Publication Date: 2000
• Language: English
• ISBN 10: 0135203880
• ISBN 13: 9780135203880
• Binding: Softcover
• Edition: Third Edition.
• Condition: Good
• Seller catalogs:
  • Education

About this title

Synopsis

This book provides comprehensive and balanced coverage of all aspects of assessment relevant to classroom teachers. It includes the construction and use of paper and pencil tests, performance assessments, and portfolios, as well as coverage of performance objectives, validity, reliability, grading, standardized testing, and judging assessment quality. For education professionals, especially those involved with testing and measurement.

From the Back Cover

This text is particularly strong in helping students understand assessment as a tool of classroom learning.

Classroom Applications and Educational Measurements presents comprehensive and balanced coverage of all aspects of assessment relevant to classroom teachers: the construction and use of paper-and-pencil and alternative assessments as well as coverage of instructional objectives, grading, judging assessment quality, and standardized testing.

• The third edition expands its coverage of alternative assessments, now with a total of four chapters devoted to performance assessments, portfolios, and informal observations and questions. Specific guidelines and illustrations are included throughout this discussion.



• A chapter on the use of computers to facilitate assessment includes overlooked ways of using word processors to provide written tests, computer scoring of responses to essay tests, computer-administered and adaptive tests and computer management of student records.



• The text addresses the distinction that cognitive psychologists make between declarative and procedural knowledge and explains the important implications of this distinction to classroom assessments. Throughout the book, readers learn and immediately apply techniques for measuring these different types of student knowledge.