This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today.

Robert J. Marzano distills 35 years of research to bring you expert advice on the best practices for assessing and grading the work done by today's students.

The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.

• Provides detailed information on · the functions of assessment; · how to construct, administer, and interpret the results of teacher-developed assessment techniques; and · how to interpret the results of externally developed instruments such as standardized tests. • Both traditional and newer, alternative assessment techniques are covered. • Advantages and disadvantages of each assessment technique are discussed. • A companion website helps both instructors and students obtain additional information on topics of special interest to them. • Numerous examples of the principles and procedures make it easy for students to understand the material. • The highly practical nature of this book stems from the focus on how assessment intertwines with other everyday activities in classrooms. • Measurement theory and computational procedures that are unlikely to be used by classroom teachers are de-emphasized, producing a textbook that provides comprehensive coverage without being unnecessarily technical.

In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, “walk our talk” in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms. Praise for Teaching on Assessment "This thought-provoking book brings together perspectives from educational psychology and teacher education to examine how assessment can best support student motivation, engagement, and learning. In the volume, editors Nichols and Varier present a set of chapters written by leaders in the field to examine critical questions about how to best prepare teachers to make instructional decisions, understand assessment within the context of learning and motivation theory, and draw on assessment in ways which can meet the needs of diverse learners. Written in a highly accessible language and style, each chapter contains clear takeaway messages designed for educational psychologists, teacher educators, teachers, and pre-service teachers. This book is essential reading for anyone involved in teaching or developing our future teaching professionals." Lois R. Harris, Australian Catholic University "This impressive book provides a wealth of contemporary and engaging resources, ideas and perspectives that educational psychology instructors will find relevant for helping students understand the complexity of assessment decision-making as an essential component of instruction. Traditional assessment principles are integrated with contemporary educational psychology research that will enhance prospective teachers’ decision-making about classroom assessments that promote all students’ learning and motivation. It is unique in showing how to best leverage both formative and summative assessment to boost student engagement and achievement, enabling students to understand how to integrate practical classroom constraints and realities with current knowledge about self-regulation, intrinsic motivation, and other psychological constructs that assessment needs to consider. The chapters are written by established experts who are able to effectively balance presentation of research and theory with practical applications. Notably, the volume includes very important topics rarely emphasized in other assessment texts, including assessment literacy frameworks, diversity, equity, assessment strategies for students with special needs, and data-driven decision making. The book will be an excellent supplement for educational psychology classes or for assessment courses, introducing students to current thinking about how to effectively integrate assessment with instruction." James McMillan, Virginia Commonwealth University.

Modern Classroom Assessment offers an applied, student-centered guide to the major research-based approaches to assessment in today’s modern classroom. Rather than simply list basic assessment formats with a few examples, as many textbooks do, award-winning professor and scholar Bruce Frey’s book fully explores all five key approaches for teacher-designed assessment—Traditional Paper-and-Pencil, Performance-Based Assessment, Formative Assessment, Universal Test Design, and Authentic Assessment —while making abstract concepts and guidelines clear with hundreds of real-world illustrations and examples of what actual teachers do. Offering a variety of engaging learning tools and realistic stories from the classroom, this text will give any reader a strong foundation for designing modern assessments in their own classrooms.

Classroom Assessment provides prospective and current teachers with a concise, non-technical, and practical guide to conducting a full range of high-quality classroom assessments. It is aimed at building assessment into the instructional process, by focusing on assessment concepts and principles that are essential for effective teacher decision making.

Classroom Assessment in Action clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide clear and ordered discussions of how assessment and instruction is integrated into a functional process to enhance student learning. Guidelines are set forth for constructing various common assessments. Procedures are laid out to evaluate and improve assessments once they are constructed. Ultimately, the authors shed light on the myriad of factors that impact test score interpretation. In today's classroom, technology has become a constant companion, and Classroom Assessment in Action exposes teacher candidates to emerging technologies they might encounter in building their repertoire of assessments, whether it be automated essay scoring or electronic portfolios. Classroom Assessment in Action guides its readers to a complete and thorough understanding of assessment and measurement so that they can confidently work with students and parents in explaining results, whether they are from a high-stakes statewide assessment or the grading philosophy to which they ascribe.

Part of The New Art and Science of Teaching series Shift to a new paradigm of classroom assessment that is more accurate, meaningful, and authentic. The New Art and Science of Classroom Assessment explores the inadequacies of traditional assessment methods and details how to use classroom assessment to its full potential. Step by step, the authors outline a clear path for transitioning to more holistic assessment methods that truly reflect course curriculum and student progress. Learn how you can develop authentic assessment for learning in the classroom: Explore a new perspective on effective assessment for learning, including classroom, interim, and year-end assessments (from formative assessment to summative assessment). Learn how to create a curriculum that provides clear guidance as to what should be assessed. Acquire strategies for assessing four general types of skills: (1) cognitive skills, (2) knowledge-application skills, (3) metacognitive skills, and (4) general behavior skills. Develop expertise with classroom assessment tools, such as the types of declarative content, selected response items, and short constructed response questions. Download free reproducible tables and checklists to assist in implementing new methods of assessment design. A joint publication of ASCD and Solution Tree Contents: Introduction Chapter 1: The Assessment-Friendly Curriculum Chapter 2: Proficiency Scales Chapter 3: Parallel Assessments Chapter 4: The Measurement Process and Different Types of Assessment Chapter 5: Summative Scores Chapter 6: Non-Subject-Specific Skills Chapter 7: Record Keeping and Reporting Epilogue Appendix A: Types of Declarative Content Appendix B: Types of Test Response Items References and Resources Books in The New Art and Science of Teaching series: The New Art and Science of Teaching The Handbook for the New Art and Science of Teaching The New Art and Science of Teaching Reading The New Art and Science of Teaching Writing The New Art and Science of Classroom Assessment