The Power of Assessment in the Classroom : Improving Decisions to Promote Learning / / Carla E. Förster, editor

• Pubblicazione: Cham, Switzerland : , : Springer, , [2023]; ©2018
• Edizione: First edition.
• Descrizione fisica: 1 online resource (264 pages)
• Disciplina: 371.26
• Soggetto topico: Educational tests and measurements
• Persona (resp. second.): FörsterCarla E.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- Preface -- Contents -- Editor and Contributors -- About the Editor -- Contributors -- 1 Teacher Assessment Literacy -- 1.1 Introduction -- 1.2 Assessment Literacy -- References -- 2 Learning and Assessment: What Is Not Assessed, Is Not Learnt -- 2.1 Introduction -- 2.2 Understanding Learning -- 2.3 Taxonomies of Progress -- 2.4 Taxonomy by Bloom et al. (1956) Revised by Anderson et al. (2001) -- 2.5 Affective Domain of Krathwohl, Bloom, and Masia's Taxonomy (1964) -- 2.6 Psychomotor Domain of Simpson's Taxonomy (1972) -- 2.7 Integrating the Three Taxonomic Domains in a Task -- 2.8 Structure of Observed Learning Outcomes (S.O.L.O.) Taxonomy -- 2.9 Evaluation Indicators and Definition of Assessment Tasks -- 2.10 Common Problems in the Formulation of Learning Objectives and Outcomes -- References -- 3 Integrated Planning of Teaching and Assessment -- 3.1 Introduction -- 3.2 Planning for Learning -- 3.3 Components of the Assessment Strategy -- 3.4 Organisation of the Assessment Strategy -- References -- 4 The End Justifies the Means: Purposes of Assessment -- 4.1 Introduction -- 4.2 Conceptualizations of Summative and Formative Assessments -- 4.3 Formative Assessment -- 4.4 Initial Formative Assessment -- 4.5 Ongoing Formative Assessment -- 4.6 Summative Assessment -- 4.7 Distinctions and Articulations Between Formative and Summative Assessments -- 4.8 Tensions Between Summative and Formative Assessments -- 4.9 Good Formative and Summative Assessment Practices in the Classroom -- 4.10 Resources and Tools to Be Used in Classroom Assessment Practices -- References -- 5 Effective Feedback and Its Potential to Enhance Learning -- 5.1 Introduction -- 5.2 Feedback -- 5.3 From a Teacher-Centred View to a Learner-Centred View -- 5.4 The Power of Feedback -- 5.5 Effective Feedback -- 5.6 The Role of Context. ; 5.7 Essential Components of Effective Feedback -- 5.8 Types of Feedback and Their Effect on Learning -- 5.9 Key Aspects Associated with Effective Feedback -- 5.9.1 When Do I Give Feedback? -- 5.9.2 What Should Be the Content of Effective Feedback? -- 5.9.3 How to Develop Effective Feedback? -- 5.9.4 Who Provides Feedback? -- 5.10 Practices for Effective Feeding-Back -- References -- 6 Students as Assessment Agents -- 6.1 Introduction -- 6.2 The Self-evaluation -- 6.2.1 Why Incorporate Self-assessment as an Assessment Practice? -- 6.2.2 How to Implement Self-assessment? -- 6.2.3 What Can Be Assessed Through Self-assessment? -- 6.2.4 Advantages and Limitations of Self-assessment -- 6.3 The Peer Assessment -- 6.3.1 Why Incorporate Peer Assessment as an Evaluation Practice? -- 6.3.2 How to Implement Peer Assessment? -- 6.3.3 What Can Be Assessed Through Peer Assessment? -- 6.3.4 Peer Assessment Advantages and Limitations -- References -- 7 Learning Assessment Tools: Which One to Use? -- 7.1 Introduction -- 7.2 Test Situations -- 7.3 Planning the Development of a Test -- 7.3.1 Close-Ended Response Items -- 7.3.2 Open-Ended Items -- 7.3.3 Mixed Items -- 7.4 Checklists -- 7.5 Rating Scales -- 7.6 Types of Scales -- 7.6.1 Numerical scales -- 7.6.2 Graphic scales -- 7.6.3 Descriptive scales -- 7.7 Recommendations for the Construction of Checklists and Rating Scales -- 7.8 The Rubric -- 7.8.1 What is a Rubric -- 7.8.2 Contribution of the Rubrics -- 7.8.3 Types of Rubrics -- 7.8.4 Steps for Designing and Developing a Rubric -- 7.8.5 Rubric Application Process -- 7.9 Suggestions for the Use of Rubrics in the Classroom -- References -- 8 Assessing with Graphic Organisers: How and When to Use Them -- 8.1 Introduction -- 8.2 Theoretical Background -- 8.3 Graphic Organisers as a Generic Type -- 8.3.1 Mind Map -- 8.3.2 Semantic Map -- 8.3.3 Gowin's Vee Diagram. ; 8.3.4 Concept Map -- 8.3.5 Timelines or Technique of Representation and Development in Time -- 8.3.6 Venn Diagram -- 8.3.7 Process Flow Diagram or Flowchart -- 8.3.8 Cause-Effect Diagrams: The Fishbone -- 8.4 How to Evaluate with Graphic Organisers and Other Forms of Conceptual Representation -- 8.4.1 What Do I Assess in an Organizer? -- 8.4.2 With What Assessment Purpose to Use Graphic Organizers? -- 8.4.3 Which Agents Are Involved in Assessing with Graphic Organisers? -- 8.4.4 Do I Need an Additional Instrument to Assess Graphic Organisers? -- 8.4.5 Validity and Reliability in the Assessment Process with Graphic Organisers -- References -- 9 Quality Criteria for Developing Assessment Tools -- 9.1 Introduction -- 9.2 Validity -- 9.2.1 Content Validity -- 9.2.2 Instructional Validity -- 9.2.3 Consequential Validity -- 9.3 Reliability -- 9.3.1 Objectivity -- References -- 10 A Case Analysis Methodology to Guide Decision Making in the Schooling Context -- 10.1 Introduction -- 10.2 Conceptualization of the Case Analysis Methodology -- 10.2.1 What Is a Case? -- 10.2.2 What Is a Case Study? -- 10.2.3 Responsibilities of the Participants in the Case Analysis -- 10.3 Organisation and Structure of the Case Analysis Method for Decision Making -- 10.3.1 Relevance of the Case -- 10.3.2 First Stage: Building the Case -- 10.3.3 Second Stage: Case Analysis -- 10.3.4 Third Stage: Proposal for Improvement -- 10.4 Considerations Regarding the Ethical Aspects of the Case Analysis -- 10.5 Final Case Report -- 10.6 Limitations -- 10.7 Examples of the Application of the Case Analysis Method for Decision Making -- 10.7.1 Experience of Teachers Who Have Used This Methodology and Comments on Each of Its Parts -- References.
• Titolo autorizzato: The Power of Assessment in the Classroom
• ISBN: 3-031-45838-9
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910799233603321
• Lo trovi qui: Univ. Federico II
• Serie: Springer texts in education.