Introduction to Student-Involved Assessment FOR Learning, An with MyLab Education with Enhanced Pearson eText -- Access Card Package, m. 1 Beilage, m. 1 Beilage

ISBN-13: 9780133436518 / Angielski / Miękka / 2016 / 360 str.

Jan Chappuis; Rick Stiggins

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0133436519 / 9780133436518 Introduction to Student-Involved Assessment FOR Learning, An with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package 7/e   Package consists of:    0134450264 / 9780134450261 Introduction to Student-Involved Assessment FOR Learning, An, Loose-Leaf Version 0134493001 / 9780134493008 MyEducationLab with Pearson eText -- Access Card -- for An Introduction to Student-Involved Assessment FOR Learning   ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.

Designed for undergraduate and masters-level introduction to general education assessment courses   This package includes a print book and MyEducationLab with Enhanced Pearson eText.        This book is best known for its focus on teaching pre-service teachers how to involve students in the assessment process and how to use assessment as a tool to advance learning. Those who use Chappuis/Stiggins should understand and be able to do the following assessment tasks upon completing Student-Involved Assessment FOR Learning:  (1) establish clear learning targets as the basis for instruction and assessment, (2) select assessment methods that align with those learning targets, (3) select and/or create high-quality assessments that accurately measure student progress to the learning targets, (4) clearly communicate assessment results to learners for both formative and summative purposes, and (5) involve students in the assessment process to develop their capabilities to be self-directed learners.
From reviews of the text: The overall theme of this text is that assessment is a deliberate, thoughtful process done on many levels that can enhance and guide the instructional process.  This text moves students from the general (What is assessment?) to the specific (How do you create multiple choice tests that will provide valid and reliable data?) . . . . The focus on assessment for learning . . . is an important way of considering assessment that most students do not think about.                                 Leigh Ausband, UNC Charlotte   I believe [this text] has the capacity to reshape teacher candidates conceptions of assessment as a central teaching and learning tool."                         Christopher DeLuca, University of South Florida
This text lays out assessment design for beginners.  It is clear and easy to read . The overall clarity of the text makes this textbook an important tool in educating pre-service teachers.                         Xyanthe Neider, Washington State University
MyEducationLab is an online homework, tutorial, and assessment program designed to work with the text to engage learners and to improve learning. Within its structured environment, learners see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and to ensure their mastery of key learning outcomes. 

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BRIEF TABLE OF CONTENTS

1. Classroom Assessment for Student Success
2. Why We Assess
3. What We Assess: Clear Learning Targets
4. Designing Quality Classroom Assessments
5. Selected Response Assessment
6. Written Response Assessment
7. Performance Assessment
8. Personal Communication as Assessment
9. Record Keeping: It's More Than Paperwork
10. Students Collecting and Reflecting on Evidence of Their Learning
11. Report Card Grading: Summarizing Achievement at a Point in Time
12. Effective Communication with Conferences

Appendix A Assessing Dispositions
Appendix B Understanding Standardized Tests

DETAILED TABLE OF CONTENTS

Chapter 1: Classroom Assessment for Student Success
Chapter 1 Learning Targets
The Teacher's Classroom Assessment Responsibilities
Gathering Accurate Information about Student Learning
Supporting Student Learning
Keys to Assessment Quality
Key 1: Start with a Clear Purpose
Key 2: Establish Clear and Appropriate Learning Targets
Key 3: Create High-Quality Assessments That Yield Dependable Information
Key 4: Communicate Results Effectively
An Overarching Principle: Student Involvement
A Classroom Example of Student-Involved Assessment
Understanding Motivation to Learn
Learning Orientation
Ego-Involved Orientation
Task-Completion Orientation
Goal Orientations and College and Career Readiness
Goal Orientations and the Connection to Assessment
Summary: The Importance of Sound Assessment
Suggested Activities

Chapter 2: Why We Assess
Chapter 2 Learning Targets
Formative and Summative Purposes for Assessment
High-Impact Formative Assessment Practices
How Formative and Summative Assessment Fits into a Balanced Assessment System
Balancing Formative and Summative Assessment in the Classroom
Balanced Assessment throughout the School System
Annual Testing
Assessment for Learning in the Classroom
Where Am I Going?
Where Am I Now?
How Can I Close the Gap?
The Seven Strategies as a Progression
Summary: Assessment for Many Purposes
Suggested Activities

Chapter 3: What We Assess: Clear Learning Targets
Chapter 3 Learning Targets
Defining Learning Targets
Terminology
Where Learning Targets Come From
Content Standards Developed by National Organizations and Consortia
Categories of Learning Targets
Knowledge-Level Targets
Reasoning-Level Targets
Performance Skill Targets
Product-Level Targets
Disposition Targets--the Affective Domain
Classifying Targets by Type
Deconstructing Complex Content Standards
Communicating Learning Targets to Students Share the Target "As Is"
Convert the Terms in the Target to Student-Friendly Language
Share a Student-Friendly Version of a Rubric with Students
When to Share the Target and How to Check for Understanding
Summary: Clear Targets Are Essential for Sound Assessment
Suggested Activities

Chapter 4: Designing Quality Classroom Assessments
Chapter 4 Learning Targets
The Assessment Options
Selected Response Assessment
Written Response Assessment
Performance Assessment
Personal Communication
Selecting an Appropriate Assessment Method
Assessing Knowledge Targets Accurately
Assessing Reasoning Targets Accurately
Assessing Mastery of Performance Skills Accurately
Assessing Product Targets Accurately
The Assessment Development Cycle
The Assessment Planning Stage
The Assessment Development Stage
The Assessment Use and Refinement Stage
Formative Assessment Ideas for Use with Assessment Blueprints
Summary: A Vision of Excellence in Classroom Assessment
Suggested Activities

Chapter 5: Selected Response Assessment
Chapter 5

O autorze

Jan Chappuis, educator and author, joined Rick Stiggins at the Assessment Training Institute in Portland, Oregon in 2001. Prior to that she has been an elementary and secondary teacher as well as a curriculum developer in English/Language Arts, Mathematics, Social Studies, and World Languages.

For the past twenty years Chappuis has written books and developed workshops focused on classroom assessment literacy, presenting both nationally and internationally. She is recognized as a national thought leader in the area of formative assessment for her work in translating research into practical classroom applications. Chappuis is author of Seven Strategies of Assessment for Learning, 2e (2015) and Learning Team Facilitator Handbook (2007). She is co-author of Classroom Assessment for Student Learning: Doing It Right-- Using it Well, 2e (2012), Creating and Recognizing Quality Rubrics (2006), and Understanding School Assessment- A Parent and Community Guide to Helping Students Learn (2002).

Rick Stiggins, B.S., M.A., Ph.D., founded the Assessment Training Institute in Portland, Oregon, in 1992 to provide professional development for educators facing the challenges of day-to-day classroom assessment. In 2009, the Institute joined the Pearson Education team to extend its professional development services around the world.

Dr. Stiggins received his bachelor's degree in psychology from the State University of New York at Plattsburgh, master's degree in industrial psychology from Springfield (MA) College, and doctoral degree in education measurement from Michigan State University. Dr. Stiggins began his assessment work on the faculty of Michigan State before becoming a member of the faculty of educational foundations at the University of Minnesota, Minneapolis. In addition, he has served as director of test development for the ACT, Iowa City, Iowa; as a visiting scholar at Stanford University; as a Libra Scholar, University of Southern Maine; as director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Educational Laboratory, Portland, Oregon; and as a member of the faculty of Lewis and Clark College, Portland.