000			04033cam a22003618i 4500
001			20954072
005			20240801114350.0
008			190429s2019 nyu b 001 0 eng
010			_a 2019011073
020			_a9781138580046 (hardback)
020			_a9781138580053 (pbk.)
020			_z9780429507533 (ebk)
040			_aDLC _beng _erda _cDLC
042			_apcc
050	0	0	_aLB2822.75 _b.C56 2019
082	0	0	_a371.26 _223 _bCLA
245	0	0	_aClassroom assessment and educational measurement / _cEdited by Susan M. Brookhart, James H. McMillan.
263			_a1908
300			_apages cm
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction / Susan M. Brookhart and James H. McMillan -- Classroom assessment information -- Perspectives on the validity of classroom assessments / Michael T. Kane and Saskia Wools -- Cognitive diagnosis is not enough: the challenge of measuring learning with classroom assessments / Jacqueline P. Leighton -- Language in practice: a mediator of valid interpretations of information generated by classroom assessments among linguistically and culturally diverse students / Alison I. Bailey and Richard Durán -- Feedback and measurement / Susan M. Brookhart -- Discussion of part I: assessment information in context / James H. McMillan -- The use of classroom assessment information to enhance learning -- Guidance in the standards for classroom assessment: useful or irrelevant? / Steve Ferrara, K. Maxey-Moore, and Susan M. Brookhart Defining trustworthiness for teachers' multiple uses of classroom assessment results / Alicia C. Alonzo -- Learning progressions and embedded assessment / Derek C. Briggs and Erin M. Furtak -- The role of technology-enhanced self and peer assessment in formative assessment -- E. Caroline Wylie and Christine J. Lyon -- Discussion of part II: should "measurement" have a role in teacher learning about classroom assessment? / Lorrie A. Shepard -- Emerging issues in classroom assessment -- Towards measures of different and useful aspects of schooling: why schools need both teacher assigned grades and standardized assessments / Alex J. Bowers -- Digital technologies: supporting and advancing assessment practices in the classroom / Michael Russell -- Fairness in classroom assessment / Joan Herman and Linda cook -- Discussion of part III: emerging issues in classroom assessment / Mark R. Wilson.
520			_a"Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives" --
650		0	_aEducational evaluation. _924559
650		0	_aEducational tests and measurements _xEvaluation. _924560
650		0	_aExaminations _xValidity. _93856
650		0	_aClassroom environment _xSocial aspects. _924561
700	1		_aBrookhart, Susan M., _eeditor. _924562
700	1		_aMcMillan, James H., _eeditor. _924563
776	0	8	_iOnline version: _tClassroom assessment and educational measurement _dNew York, NY : Routledge, 2019 _z9780429507533 _w(DLC) 2019022217
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBK
999			_c12583 _d12583