A Feeling for the Student: Understanding the Art of Classroom Assessment.

Autor/inn/en	Stiggins, Richard J.; und weitere
Institution	Northwest Regional Educational Lab., Portland, OR.
Titel	A Feeling for the Student: Understanding the Art of Classroom Assessment.
Quelle	(1986), (332 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Biology; Classroom Environment; Classroom Observation Techniques; Classroom Research; Educational Policy; Evaluation Criteria; Evaluation Methods; Feedback; High Schools; Interviews; Language Arts; Mathematics Instruction; Measurement Techniques; Profiles; Science Instruction; Secondary School Teachers; Social Studies; Student Characteristics; Teacher Attitudes; Teacher Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Biologie; Klassenklima; Unterrichtsklima; Politics of education; Bildungspolitik; High school; Oberschule; Interviewing; Interviewtechnik; Sprachkultur; Mathematics lessons; Mathematikunterricht; Messtechnik; Charakterisierung; Profilanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Lehrerverhalten
Abstract	This report describes the fifth in a series of investigations of the nature, role, and quality of teacher-developed classroom assessments. The purpose of this research program is to provide a clear picture of the assessment demands of the classroom so teacher educators can plan assessment training that is relevant to teachers' needs. The purpose of this particular study was to develop instrumentation for the observation and description of individual teachers' classroom assessment environments. Beginning with a general observational framework from a previous study, four researchers each observed and described two classroom assessment environments. Classrooms studied included high school mathematics, science, language arts, and social studies contexts. After completing observations and interviews with teachers and students, researchers revised the framework and prepared a profile of each classroom assessment environment. Each profile explores the teacher's reasons for assessment, the assessment methodology used, the factors considered by the teacher in selecting those methods, the quality of assessments, the teacher's use of feedback, the teacher's perceptions of students, and the effect of policy on classroom assessment. Based on a synthesis of profiles, generalizations are drawn about: (1) the nature, role, and quality of classroom assessment; and (2) teacher and principal assessment training needs. (Author/JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC