Assessing student learning / Suskie, Linda 

Public ISBD Titre : Assessing student learning : a common sense Guide Type de document : texte imprimé Auteurs : Suskie, Linda Editeur : San Francisco, CA [United States] : Jossey-Bass Année de publication : ©2018 Importance : xxvii, 342 p. Présentation : illustrations Format : 28 cm ISBN/ISSN/EAN : 978-1-119-42693-6 Note générale : Includes bibliographical references and index Langues : Anglais (eng) Langues originales : Anglais (eng) Catégories : College students--Rating of Education Educational tests and measurements Mots-clés : Education Index. décimale : LB 2336 Note de contenu : List of Tables vii List of Lists ix List of Figure xiii List of Exhibits xv Preface to the Third Edition xix Introduction 1 Part 1 Understanding Assessment Chapter 1 What Is Assessment? 7 Chapter 2 The Many Settings for Student Learning and Assessment 15 Chapter 3 What Are Effective Assessment Practices? 23 Part 2 Laying a Foundation for Assessment Success Chapter 4 Learning Goals: Articulating What You Most Want Students to Learn 39 Chapter 5 Designing Curricula to Help Students Learn What's Important 63 Chapter 6 How Will Your Evidence of Student Learning be Used? 85 Chapter 7 Planning Assessments in Academic Programs 93 Chapter 8 Planning Assessments in General Education, Co-curricula, and Other Settings 105 Part 3 Building a Pervasive, Enduring Culture of Evidence and Betterment Chapter 9 Guiding and Coordinating Assessment Efforts 117 Chapter 10 Helping Everyone Learn What to Do 127 Chapter 11 Supporting Assessment Efforts 139 Chapter 12 Keeping Assessment Cost-Effective 149 Chapter 13 Collaborating on Assessment 165 Chapter 14 Valuing Assessment and the People Who Contribute 175 Part 4 The Assessment Toolbox Chapter 15 Designing Rubrics to Plan and Assess Assignments 189 Chapter 16 Creating Effective Assignments 205 Chapter 17 Writing Multiple-Choice and Other Objective Tests 215 Chapter 18 Assembling Evidence of Student Learning into Portfolios 235 Chapter 19 Selecting Published Instruments 245 Chapter 20 Other Assessment Tools 259 Chapter 21 Assessing the Hard-to-Assess 273 Part 5 Understanding and Using Evidence of Student Learning Chapter 22 Setting Meaningful Standards and Targets 287 Chapter 23 Summarizing and Storing Evidence of Student Learning 305 Chapter 24 Analyzing Evidence of Student Learning 319 Chapter 25 Sharing Evidence of Student Learning 333 Chapter 26 Using Evidence of Student Learning to Inform Important Decisions 355 References 367 Index 377 Assessing student learning : a common sense Guide [texte imprimé] / Suskie, Linda . - San Francisco, CA [United States] : Jossey-Bass, ©2018 . - xxvii, 342 p. : illustrations ; 28 cm. ISBN : 978-1-119-42693-6 Includes bibliographical references and index Langues : Anglais (eng) Langues originales : Anglais (eng) Catégories : College students--Rating of Education Educational tests and measurements Mots-clés : Education Index. décimale : LB 2336 Note de contenu : List of Tables vii List of Lists ix List of Figure xiii List of Exhibits xv Preface to the Third Edition xix Introduction 1 Part 1 Understanding Assessment Chapter 1 What Is Assessment? 7 Chapter 2 The Many Settings for Student Learning and Assessment 15 Chapter 3 What Are Effective Assessment Practices? 23 Part 2 Laying a Foundation for Assessment Success Chapter 4 Learning Goals: Articulating What You Most Want Students to Learn 39 Chapter 5 Designing Curricula to Help Students Learn What's Important 63 Chapter 6 How Will Your Evidence of Student Learning be Used? 85 Chapter 7 Planning Assessments in Academic Programs 93 Chapter 8 Planning Assessments in General Education, Co-curricula, and Other Settings 105 Part 3 Building a Pervasive, Enduring Culture of Evidence and Betterment Chapter 9 Guiding and Coordinating Assessment Efforts 117 Chapter 10 Helping Everyone Learn What to Do 127 Chapter 11 Supporting Assessment Efforts 139 Chapter 12 Keeping Assessment Cost-Effective 149 Chapter 13 Collaborating on Assessment 165 Chapter 14 Valuing Assessment and the People Who Contribute 175 Part 4 The Assessment Toolbox Chapter 15 Designing Rubrics to Plan and Assess Assignments 189 Chapter 16 Creating Effective Assignments 205 Chapter 17 Writing Multiple-Choice and Other Objective Tests 215 Chapter 18 Assembling Evidence of Student Learning into Portfolios 235 Chapter 19 Selecting Published Instruments 245 Chapter 20 Other Assessment Tools 259 Chapter 21 Assessing the Hard-to-Assess 273 Part 5 Understanding and Using Evidence of Student Learning Chapter 22 Setting Meaningful Standards and Targets 287 Chapter 23 Summarizing and Storing Evidence of Student Learning 305 Chapter 24 Analyzing Evidence of Student Learning 319 Chapter 25 Sharing Evidence of Student Learning 333 Chapter 26 Using Evidence of Student Learning to Inform Important Decisions 355 References 367 Index 377

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Classroom assessment / W. James Popham 

Public ISBD Titre : Classroom assessment : what teachers need to know Type de document : texte imprimé Auteurs : W. James Popham, Auteur Editeur : Boston : Pearson/Allyn and Bacon Année de publication : c2008 Importance : XVIII, 366 p. Présentation : illustrations (some color) Format : 24 cm ISBN/ISSN/EAN : 978-0-205-51075-7 Note générale : Includes index. Langues : Anglais (eng) Langues originales : Anglais (eng) Catégories : Educational tests and measurements Examinations -- Validity. Examinations--Design and construction Index. décimale : LB 3051 Résumé : This fifth edition addresses the range of assessments that teachers are likely to use in their classrooms. It is grounded in the reality of teaching today to show real-world teachers who want to use assessment in their classroom the latest tools necessary to teach more effectively. With expanded coverage of problems related to measurement of special education children, a new student website with online activities, Read more... Note de contenu : Why do teachers need to know about assessment? -- Reliability of assessment -- Validity -- Absence-of-bias -- Deciding what to assess and how to assess it -- Selected-response tests -- Constructed-response tests -- Performance assessment -- Portfolio assessment -- Affective assessment -- Improving teacher-developed assessments -- Instructionally oriented assessment -- Making sense out of standardized test scores -- Appropriate and inappropriate test-preparation practices -- Evaluating teaching and grading students. Classroom assessment : what teachers need to know [texte imprimé] / W. James Popham, Auteur . - Boston : Pearson/Allyn and Bacon, c2008 . - XVIII, 366 p. : illustrations (some color) ; 24 cm. ISBN : 978-0-205-51075-7 Includes index. Langues : Anglais (eng) Langues originales : Anglais (eng) Catégories : Educational tests and measurements Examinations -- Validity. Examinations--Design and construction Index. décimale : LB 3051 Résumé : This fifth edition addresses the range of assessments that teachers are likely to use in their classrooms. It is grounded in the reality of teaching today to show real-world teachers who want to use assessment in their classroom the latest tools necessary to teach more effectively. With expanded coverage of problems related to measurement of special education children, a new student website with online activities, Read more... Note de contenu : Why do teachers need to know about assessment? -- Reliability of assessment -- Validity -- Absence-of-bias -- Deciding what to assess and how to assess it -- Selected-response tests -- Constructed-response tests -- Performance assessment -- Portfolio assessment -- Affective assessment -- Improving teacher-developed assessments -- Instructionally oriented assessment -- Making sense out of standardized test scores -- Appropriate and inappropriate test-preparation practices -- Evaluating teaching and grading students.

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Classroom evaluation for teachers. / Dizney, Henry 

Public ISBD Titre : Classroom evaluation for teachers. Type de document : texte imprimé Auteurs : Dizney, Henry, Auteur Editeur : Dubuque, Iowa : W. C. Brown Co. Année de publication : c1971 Collection : Issues and innovations in education. Importance : xii, 119 p. Présentation : Illustration Format : 23 cm ISBN/ISSN/EAN : 978-0-697-06076-1 Note générale : Includes indexes. Langues : Anglais (eng) Catégories : Educational tests and measurements Index. décimale : LB 3051 Classroom evaluation for teachers. [texte imprimé] / Dizney, Henry, Auteur . - Dubuque, Iowa : W. C. Brown Co., c1971 . - xii, 119 p. : Illustration ; 23 cm. - (Issues and innovations in education.) . ISBN : 978-0-697-06076-1 Includes indexes. Langues : Anglais (eng) Catégories : Educational tests and measurements Index. décimale : LB 3051

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Effective grading / Barbara E. Fassler Walvoord 

Public ISBD Titre : Effective grading Titre original : a tool for learning and assessment Type de document : texte imprimé Auteurs : Barbara E. Fassler Walvoord (1941-), Auteur ; Virginia Johnson Anderson (1939-), Auteur Editeur : San Francisco, Calif. : Jossey-Bass Publishers Année de publication : ©1998 Importance : xxii, 250 p. Format : 28 cm ISBN/ISSN/EAN : 978-0-7879-4030-0 Note générale : Includes bibliographical references and index Langues : Anglais (eng) Catégories : College students--Rating of Education, Higher Educational tests and measurements Grading and marking (Students) United States Index. décimale : LB 2368 Résumé : "The grading process can yield rich information about student learning. Effective Grading enables faculty to go beyond using grades as isolated artifacts and helps them make classroom grading processes more fair, time-efficient, and conducive to learning. Classroom assessment of student learning can then contribute to departmental and general-education assessment in ways that meet the needs of institutions and Note de contenu : The power of grading for learning and assessment -- pt. I. Grading in the classroom: Managing the grading process ; Making assignments worth grading ; Fostering motivation and learning in the grading process ; Establishing criteria and standards for grading ; Calculating course grades ; Communicating with students about their grades ; Making grading more time-efficient ; Using the grading process to improve teaching -- pt. II. How grading serves broader assessment purposes: Determining faculty performance, rewards, and incentives ; Strengthening departmental and institutional assessment ; A case study of grading as a tool for assessment -- Appendix A: AAHE's principles of good practice for assessing student learning -- Appendix B: Types of assignments and tests -- Appendix C: Examples of primary trait-based scales developed by faculty. Effective grading = a tool for learning and assessment [texte imprimé] / Barbara E. Fassler Walvoord (1941-), Auteur ; Virginia Johnson Anderson (1939-), Auteur . - San Francisco, Calif. : Jossey-Bass Publishers, ©1998 . - xxii, 250 p. ; 28 cm. ISBN : 978-0-7879-4030-0 Includes bibliographical references and index Langues : Anglais (eng) Catégories : College students--Rating of Education, Higher Educational tests and measurements Grading and marking (Students) United States Index. décimale : LB 2368 Résumé : "The grading process can yield rich information about student learning. Effective Grading enables faculty to go beyond using grades as isolated artifacts and helps them make classroom grading processes more fair, time-efficient, and conducive to learning. Classroom assessment of student learning can then contribute to departmental and general-education assessment in ways that meet the needs of institutions and Note de contenu : The power of grading for learning and assessment -- pt. I. Grading in the classroom: Managing the grading process ; Making assignments worth grading ; Fostering motivation and learning in the grading process ; Establishing criteria and standards for grading ; Calculating course grades ; Communicating with students about their grades ; Making grading more time-efficient ; Using the grading process to improve teaching -- pt. II. How grading serves broader assessment purposes: Determining faculty performance, rewards, and incentives ; Strengthening departmental and institutional assessment ; A case study of grading as a tool for assessment -- Appendix A: AAHE's principles of good practice for assessing student learning -- Appendix B: Types of assignments and tests -- Appendix C: Examples of primary trait-based scales developed by faculty.

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Evaluation in higher education / Michigan State University. Office of Institutional Research 

Public ISBD Titre : Evaluation in higher education Type de document : texte imprimé Auteurs : Michigan State University. Office of Institutional Research, Auteur ; Paul L. Dressel (1910-1989), Auteur Editeur : Boston : Houghton Mifflin Company Année de publication : c1961 Autre Editeur : Cambridge : The Riverside Press Importance : xvi, 480 p. Présentation : Illustrations. Format : 23 cm Note générale : Includes bibliographical references and index. Langues : Anglais (eng) Catégories : Education, Higher--Research Educational tests and measurements Index. décimale : LB 2341 Note de contenu : The essential nature of evaluation / Paul L. Dressel -- The objectives of instruction / Walker H. Hill and Paul L. Dressel -- Learning and evaluation processes / Joe L. Saupe -- Evaluation in social science / Harry D. Berg -- Evaluation in the natural sciences / Clarence H. Nelson -- Evaluation in the humanities / David K. Heenan -- Evaluation of communication skills / Osmond E. Palmer -- Testing and grading policies / Paul L. Dressel and Clarence H. Nelson -- Comprehensive examination programs / Paul L. Dressel -- Selection, classification, and placement of students / Arvo E. Juola -- Evaluation of instruction / Irvin J. Lehmann -- Surveys and studies of higher education needs and problems / John X. Jamrich and Paul L. Dressel -- Institutional self-evaluation / Paul L. Dressel and Margaret F. Lorimer -- Technical considerations in measurement / Joe L. Saupe -- Tentative outline for the Michigan survey -- Paul L. Dressel. Evaluation in higher education [texte imprimé] / Michigan State University. Office of Institutional Research, Auteur ; Paul L. Dressel (1910-1989), Auteur . - Boston : Houghton Mifflin Company : Cambridge : The Riverside Press, c1961 . - xvi, 480 p. : Illustrations. ; 23 cm. Includes bibliographical references and index. Langues : Anglais (eng) Catégories : Education, Higher--Research Educational tests and measurements Index. décimale : LB 2341 Note de contenu : The essential nature of evaluation / Paul L. Dressel -- The objectives of instruction / Walker H. Hill and Paul L. Dressel -- Learning and evaluation processes / Joe L. Saupe -- Evaluation in social science / Harry D. Berg -- Evaluation in the natural sciences / Clarence H. Nelson -- Evaluation in the humanities / David K. Heenan -- Evaluation of communication skills / Osmond E. Palmer -- Testing and grading policies / Paul L. Dressel and Clarence H. Nelson -- Comprehensive examination programs / Paul L. Dressel -- Selection, classification, and placement of students / Arvo E. Juola -- Evaluation of instruction / Irvin J. Lehmann -- Surveys and studies of higher education needs and problems / John X. Jamrich and Paul L. Dressel -- Institutional self-evaluation / Paul L. Dressel and Margaret F. Lorimer -- Technical considerations in measurement / Joe L. Saupe -- Tentative outline for the Michigan survey -- Paul L. Dressel.

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Informal assessment in education / Guerin, Gilbert R. 

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Meaningful assessment / David W. Johnson

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The measurement of adult intelligence / Wechsler, David

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Statistical measures : a programmed text / Gorow, Frank F. 

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Teachers make a difference / Thomas L. Good 

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Test construction / Adkins, Dorothy Christina 

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Testing and measurement in the classroom / Scannell, Dale Paul 

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