A Teacher's Guide to Classroom Assessment Understanding and Using Assessment to Improve Student Learning

Butler, Susan M.; McMunn, Nancy D.

ISBN 10: 0787978779 / ISBN 13: 9780787978778

Published by Jossey-Bass, 2014

About this Item

Seller Inventory # U:9780787978778:ONHAND

Bibliographic Details

• Title: A Teacher's Guide to Classroom Assessment Understanding and Using Assessment to Improve Student Learning
• Publisher: Jossey-Bass
• Publication Date: 2014
• Language: English
• ISBN 10: 0787978779
• ISBN 13: 9780787978778
• Binding: Soft cover
• Condition: Very Good

About this title

Synopsis

A Teacher’s Guide to Classroom Assessment is a comprehensive guide that shows step-by-step how to effectively integrate assessment into the classroom. Written for both new and seasoned teachers, this important book offers a practical aid for developing assessment skills and strategies, building assessment literacy, and ultimately improving student learning.

Based on extensive research, this book is filled with illustrative, down-to-earth examples of how classroom assessment works in classrooms where assessment drives the instruction. The authors present the Classroom Assessment Cycle―Clarifying learning targets, Collecting assessment evidence, Analyzing assessment data, and Modifying instruction based upon assessment data―that demonstrates how one assessment action must flow into the next to be effective. Each chapter details the kinds of assessment evidence that are the most useful for determining student achievement and provides instruction in the analysis of assessment data.

 

About the Author

THE AUTHORS

SUSAN M. BUTLER, PH.D. is a faculty member in teacher education at Gulf Coast Community College in Panama City, Florida. Formerly, she was senior program specialist in classroom assessment for the Assessment, Accountability, and Standards program of the Regional Educational Laboratory housed at the SERVE Center, University of North Carolina, Greensboro. NANCY D. MCMUNN is project director for classroom assessment for the Assessment, Accountability, and Standards program for the Regional Educational Laboratory housed at the SERVE Center, University of North Carolina, Greensboro. Both authors are former classroom teachers.