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Informationen zum Autor Dr. Raymond Witte received his Ph.D. from the University of Kentucky in 1991 and has been teaching at Miami University since 1993. During his tenure at Miami, he has taught a wide range of courses including the assessment and intervention courses in both the undergraduate teacher education program and the graduate school psychology program. His areas of research interest include assessment, school transition, mental health, and diversity. Dr. Witte has extensive P-12 school experience as a school psychologist (1988-93), preschool/extended kindergarten program director, and assessment coordinator for the Jessamine County school district in Nicholasville, Kentucky. Dr. Witte is currently working on an assessment textbook designed for special education teachers. Klappentext Classroom Assessment for Teachers provides students with essential professional knowledge/skill sets along with contemporary issues surrounding the assessment of student learning progress and achievement. By utilizing an inquiry-oriented approach, pre-service teacher candidates can explore the essential relationship between assessment and teaching with a deliberate focus on encouraging students to construct their own assessment framework and select measures and procedures that are designed to meet their own needs along with those of their students. Individual chapters are devoted to critical assessment topics, including instruction-learning-assessment alignment, formative assessment, self-assessment, formative assessment, grading, Response to Intervention (RTI), performance assessment, affective assessment, as well as high-stakes testing, validity and reliability, and the use of applied statistics in the classroom. Zusammenfassung Classroom Assessment for Teachers provides students with essential professional knowledge/skill sets along with contemporary issues surrounding the assessment of student learning progress and achievement. Inhaltsverzeichnis Chapter 1: Teaching, Learning, and AssessmentChapter 2: Elements of the Instruction-Learning-Assessment ModelChapter 3: Academic Standards and Evidence of Student LearningChapter 4: Validity, Reliability, and Avoiding Assessment BiasChapter 5: Formative Assessment: Guiding Student LearningChapter 6: Performance AssessmentChapter 7: Self-Assessment and Progress MonitoringChapter 8: Summative Assessment: Confirming Student AchievementChapter 9: Grading and Student EvaluationChapter 10: Statistics in the ClassroomChapter 11: Standardized Tests and High Stakes TestingChapter 12: Assessment of Students with Identified Learning NeedsChapter 13: Classroom Assessment and Response to Intervention (RTI) Chapter 14: Affective AssessmentChapter 15: Getting Started on the Assessment Path...
