Literaturnachweis - Detailanzeige
Autor/inn/en | Musial, Diann; Nieminen, Gayla; Thomas, Jay; Burke, Kay |
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Titel | Foundations of meaningful educational assessment. |
Quelle | Boston u.a.: McGraw-Hill Higher Education (2009), XXII, 521 S. |
Beigaben | Illustrationen |
Zusatzinformation | Inhaltsverzeichnis Information zu den Verfassern Verlagsangaben |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 0-07-340382-2; 978-0-07-340382-3 |
Schlagwörter | Kompetenz; Beobachtung; Methodologie; Reliabilität; Selbstevaluation; Testkonstruktion; Validität; Hochbegabung; Metakognition; Testmethodik; Ethnizität; Soziale Herkunft; Geschlechtsspezifischer Unterschied; Medienkompetenz; Bildungsstandards; Kind; Lehrer; Schüler; Schulleistung; Schülerleistung; Feedback; Lernmotivation; Lernprozess; Leistungsdifferenzierung; Differenzierender Unterricht; Lehrbuch; Datenanalyse; Muttersprachlicher Unterricht; Messverfahren; Ethik; Rechtsgrundlage; Behinderung; Leistungsmessung; Portfolio; Standard; USA |
Abstract | [This book] is designed to provide a readable "how-to" approach to assessment and measurement within the classroom setting. It presents assessment as a multi-dimensional, active process focused on student learning and instructional improvement that requires a teacher's deliberate attention. The text focuses on assessment principles, concepts, and applications as they apply to teachers and learners within the contemporary classroom context. It enables teachers to select, develop, and refine formal and informal assessments that relate to the demands of standard-based education and to the diverse needs of every student. [The book] views assessment as the art and science of placing students in a context that brings out their understanding and enables a teacher to record it. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2009/1 |