LEADER 03973oam  2200565   450 
001 9910790331503321
005 20170523091603.0
010   $a1-4833-0603-8
010   $a1-322-30723-7
010   $a1-78268-914-1
010   $a1-4522-6205-5
035   $a(OCoLC)809969516
035   $a(MiFhGG)GVRL6MRM
035   $a(EXLCZ)992670000000233395
100   $a20120831d2013      uy             0
101 0 $aeng
135   $aurun|---uuuua
181   $ctxt
182   $cc
183   $acr
200 00$aSage handbook of research on classroom assessment /$fedited by James H. McMillan
210  1$aLos Angeles :$cSAGE Publications,$d2013.
215   $a1 online resource (xxvii, 544 pages) $cillustrations
225 0 $aGale eBooks
300   $aDescription based upon print version of record.
311   $a1-4522-1864-1 
311   $a1-4129-9587-6 
320   $aIncludes bibliographical references and index.
327   $aCover; 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 Principles
327   $a7 - 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 Assessment
327   $a16 - 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 Education
327   $a25 - 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 Authors
330 8 $aA 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.
517 3 $aResearch on classroom management
606   $aEducational tests and measurements
606   $aExaminations
606   $aExaminations$xValidity
606   $aExaminations$xInterpretation
615  0$aEducational tests and measurements.
615  0$aExaminations.
615  0$aExaminations$xValidity.
615  0$aExaminations$xInterpretation.
676   $a371.262
702   $aMcMillan$b James H.
801  0$bMiFhGG
801  1$bMiFhGG
906   $aBOOK
912   $a9910790331503321
996   $aSAGE handbook of research on classroom assessment$93849337
997   $aUNINA