04010nam 2200589Ia 450 991080828480332120200520144314.01-4833-0603-81-322-30723-71-78268-914-11-4522-6205-5(OCoLC)809969516(MiFhGG)GVRL6MRM(CKB)2670000000233395(MiAaPQ)EBC1207749(EXLCZ)99267000000023339520120831d2013 uy 0engurun|---uuuuatxtccrSAGE handbook of research on classroom assessment /edited by James H. McMillanLos Angeles SAGEc20131 online resource (xxvii, 544 pages) illustrationsGale eBooksDescription based upon print version of record.1-4522-1864-1 1-4129-9587-6 Includes bibliographical references and index.Cover; Brief Contents; Detailed Contents; Foreword; Preface; SECTION 1: Important Contexts for Research on Classroom Assessment; 1 - Why We Need Research on Classroom Assessment; 2 - Classroom Assessment in the Context of Learning Theory and Research; 3 - Classroom Assessment in the Context of Motivation Theory and Research; 4 - Classroom Assessmentin the Context of High-Stakes Testing; 5 - Research on Teacher Competency in Classroom Assessment; SECTION 2: Technical Quality of Classroom Assessments; 6 - Validity in Classroom Assessment: Purposes, Properties, and Principles7 - Reliability in Classroom Assessment8 - Fairness in Classroom Assessment; 9 - Measuring Classroom Assessment Practices; SECTION 3: Formative Assessment; 10 - Formative and Summative Aspects of Assessment: Theoretical and Research Foundations in the Context of Pedagogy; 11 - Gathering Evidence of Student Understanding; 12 - Feedback and Instructional Correctives; 13 - Examining Formative Feedback in the Classroom Context: New Research Perspectives; SECTION 4: Summative Assessment; 14 - Research on Classroom Summative Assessment; 15 - Grading; SECTION 5: Methods of Classroom Assessment16 - Constructed-Response Approaches for Classroom Assessment17 - Writing Selected-Response Items for Classroom Assessment; 18 - Performance Assessment; 19 - Portfolios andE-Portfolios: Student Reflection, Self-Assessment, and Goal Setting in the Learning Process; 20 - Understanding and Assessing the Social-Emotional Attributes of Classrooms; 21 - Student Self-Assessment; 22 - Peers as a Source of Formative and Summative Assessment; SECTION 6: Differentiated Classroom Assessment; 23 - Differentiation and Classroom Assessment; 24 - Classroom Assessment in Special Education25 - Classroom Assessment in Mathematics26 - Research on Assessment in the Social Studies Classroom; 27 - Assessment in the Science Classroom: Priorities, Practices, and Prospects; 28 - Classroom Assessment in Writing; Index; About the AuthorsA comprehensive source of research on all aspects of K-12 classroom assessment in which the emphasis will be on theory, conceptual frameworks, and all types of research (quantitative, qualitative, mixed method) to provide in-depth of understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area.Educational tests and measurementsExaminationsInterpretationExaminationsValidityExaminationsEducational tests and measurements.ExaminationsInterpretation.ExaminationsValidity.Examinations.371.26/2McMillan James H1374714MiAaPQMiAaPQMiAaPQBOOK9910808284803321SAGE handbook of research on classroom assessment4186187UNINA