NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED447093
Record Type: Non-Journal
Publication Date: 2001
Pages: 147
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7619-7587-X
ISSN: N/A
Natural Classroom Assessment: Designing Seamless Instruction & Assessment. Experts in Assessment Series.
Smith, Jeffrey K.; Smith, Lisa F.; De Lisi, Richard
This book provides a practical approach to using and developing performance assessments. There are 13 chapters: (1) "Determining Goals, Targets, and Objectives" (what students should be able to do as a result of being in the class); (2) "How Will Assessment Be Used?" (how assessment can help or hinder the instructional process based on how it is blended into classroom life); (3) "Designing Assessments That Evolve from Instruction" (developing assessments from classroom instructional activities); (4) "Beginning the Design Process" (developing natural assessments); (5) "Choosing Performance/Authentic Assessments/Projects"; (6) "Using Multiple Choice and Other Objective Measures"; (7) "Using Essays and Reports"; (8) "Incorporating Affective and Related Ideas"; (9) "Preparing Students for Assessments" (problems with teaching to the test and getting students to focus on important instructional questions); (10) "Scoring and Communicating Results"; (11) "Planning Parent- Teacher Conferences" (e.g., why such conferences are important, conference goals, and handling difficult cases); (12) "Assessing Students with Special Needs" (e.g., what standards are appropriate and which scoring standards to use); and (13) "Seamless Integration of Goals, Instruction, and Assessment." (Contains 19 references.) (SM)
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218; Tel: 805-499-9774; Fax: 800-4-1-SCHOOL; E-mail: order@corwinpress.com; Web site: http://www.corwinpress.com (paper: $24.95; cloth: $55.95).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A