Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (5th Edition)

McMillan, James H.

ISBN 10: 0132099616 / ISBN 13: 9780132099615

Published by Pearson, 2010

About this Item

Item in good condition and has highlighting/writing on text. Used texts may not contain supplemental items such as CDs, info-trac etc.

Seller Inventory # 00044423440

Bibliographic Details

• Title: Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (5th Edition)
• Publisher: Pearson
• Publication Date: 2010
• Language: English
• ISBN 10: 0132099616
• ISBN 13: 9780132099615
• Binding: Soft cover
• Edition: 5th or later Edition
• Condition: Good

About this title

Synopsis

This text 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. This edition includes additional emphasis on formative assessment for student learning.

About the Author

James H. McMillan is professor and chair of foundations of education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in education program. He is also director of the Metropolitan Ed­ucational Research Consortium, a partnership of Virginia Commonwealth University and seven Richmond-area school divisions that conducts and disseminates action and applied research. His current research interests include classroom and large-scale assessment. He has recently published the third edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educa­tional research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educa­tional Measurement: Issues and Practice.