Classroom assessment and educational measurement / edited by Susan M. Brookhart, James H. McMillan
Contributor(s): Brookhart, Susan M [editor]
| McMillan, James H [editor]
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Material type: ![materialTypeLabel](/opac-tmpl/lib/famfamfam/BK.png)
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Accessible online | Circulation | Available | EB-00420 |
Includes bibliographical references and index.
Part I. Classroom assessment information
Perspectives on the validity of classroom assessments
Cognitive diagnosis is not enough : the challenge of measuring learning with classroom assessments
Language in practice : a mediator of valid interpretations of information generated by classroom assessments among linguistically and culturally diverse students
Feedback and measurement
Discussion of part I : assessment information in context
Part II. The use of classroom assessment information to enhance learning
Guidance in the standards for classroom assessment : useful or irrelevant?
Defining trustworthiness for teachers’ multiple uses of classroom assessment results
Learning progressions and embedded assessment
The role of technology-enhanced self- and peer assessment in formative assessment
Discussion of part II : should “measurement” have a role in teacher learning about classroom assessment?
Part III. Emerging issues in classroom assessment
Towards measures of different and useful aspects of schooling : why schools need both teacher-assigned grades and standardized assessments
Digital technologies : supporting and advancing assessment practices in the classroom
Fairness in classroom assessment
Discussion of part III : emerging issues in classroom assessment
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