A comprehensive collection of new work examining the relationship between educational measurement concepts and the assessment of student learning in classrooms. Adapts existing concepts in measurement and information theory to fit the specific context of classroom learning and assessment. Serves as a companion volume to the work and goals of the NCME's Classroom Assessment Task Force, which is working to advance classroom assessment research within the field of educational measurement.

Being wrong is an integral part of the assessment process, and understanding how to learn from those mistakes, errors, and misconceptions helps educators and students get the most from their learning experience. In this practical volume, James H. McMillan shows why being wrong (sometimes) is an essential part of effective learning and how it can be used by teachers to motivate students and help develop positive achievement-related dispositions. The six concise chapters of Using Students' Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning show how mistakes affect students' engagement, self-regulation, and knowledge, and how teachers can most effectively contextualize supposed failures to help students grow.

A comprehensive collection of new work examining the relationship between educational measurement concepts and the assessment of student learning in classrooms. Adapts existing concepts in measurement and information theory to fit the specific context of classroom learning and assessment. Serves as a companion volume to the work and goals of the NCME's Classroom Assessment Task Force, which is working to advance classroom assessment research within the field of educational measurement.

Being wrong is an integral part of the assessment process, and understanding how to learn from those mistakes, errors, and misconceptions helps educators and students get the most from their learning experience. In this practical volume, James H. McMillan shows why being wrong (sometimes) is an essential part of effective learning and how it can be used by teachers to motivate students and help develop positive achievement-related dispositions. The six concise chapters of Using Students' Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning show how mistakes affect students' engagement, self-regulation, and knowledge, and how teachers can most effectively contextualize supposed failures to help students grow.

The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.

Written by an expert in the field of classroom assessment, Essential Assessment Concepts for Teachers and Administrators, Second Edition is a user-friendly resource that helps teachers, administrators, and other school personnel understand how to apply essential assessment concepts in their schools. This guide is also an ideal reference for policymakers in making assessment-related decisions. Whether the assessment is focused on what occurs in the classroom or on externally mandated standardized tests, teachers will learn how to effectively integrate the assessment process with teaching and learning to enhance student learning and promote overall educational goals. The author provides guidelines for developing high-quality assessments and for using them appropriately and discusses important principles of standardized testing, including standards-based testing. This second edition features two new chapters. Chapter 5aprovides a succinct overview of different assessment techniques and methods, including both constructed-response and closed-end assessments, while Chaptera8 discusses grading practices in the context of standards-based education.

This authoritative volume presents a state-of-the-art review of formative assessment in the classroom. World-renowned experts examine what is currently known about formative assessment and its application to teaching. The book balances theory and research with practical applications that will work with today's high-stakes accountability testing. Use this single resource to: Keep abreast of a topic that is critical to raising student achievement in the K-12 classroom. Implement formative assessment in the science, mathematics, English, and social studies classroom to motivate student effort and achievement. Understand how large-scale testing policies and procedures militate against the effective use of formative assessment. Conduct future research on formative assessment to enhance its positive influence on meaningful student learning.

This authoritative volume presents a state-of-the-art review of formative assessment in the classroom. World-renowned experts examine what is currently known about formative assessment and its application to teaching. The book balances theory and research with practical applications that will work with today's high-stakes accountability testing. Use this single resource to: -Keep abreast of a topic that is critical to raising student achievement in the K-12 classroom. -Implement formative assessment in the science, mathematics, English, and social studies classroom to motivate student effort and achievement. -Understand how large-scale testing policies and procedures militate against the effective use of formative assessment. -Conduct future research on formative assessment to enhance its positive influence on meaningful student learning.

This nineteenth edition of Annual Editions: Educational Psychology is a collection of articles from the best of the public press. The articles discuss perspectives on teaching; development; exceptional and culturally diverse students; learning and instruction; motivation and classroom management; and assessment. Adopters have access to Dushkin Online, a student website designed to support Annual Editions titles. (www.dushkin.com/online/)