“McMillan, Classroom Assessment, has the essentials teachers should know when they are in the field.”
–Saramma T. Mathew, Troy University
Classroom Assessment provides prospective and current teachers with a concise, non-technical, and practical guide to conducting a full range of high-quality classroom assessments. The text emphasizes assessment in the context of the realities of teaching and teacher decision-making in an era of standards-based education. Assessment methods are integrated with instruction and presented according to when teachers evaluate students (before, during, and after an instructional unit), the learning targets that are measured, and standards emphasized in state-wide testing. There is considerable emphasis on the nature of learning targets and how different assessments are most appropriate for different targets. For each assessment technique, suggestions for effective practice are presented with examples, case studies, and teacher interviews.
New to This Edition
Shows through “Teacher’s Corner” segments how actual teachers apply principles in their classrooms so that students can readily transfer lessons to actions
Provides expanded coverage of formative assessment and the concept of alignment of classroom assessments with large-scale assessments and standards to meet current classroom needs
Gives more comprehensive coverage of large-scale testing for accountability and the role of state standards in influencing classroom assessment
Emphasizes the difference between assessment of learning and assessment for learning to illustrate how assessment affects lessons and daily activity
Includes new and extensive treatment of the role of student motivation and the effect of feedback and praise on motivation
Has an Instructor’s Manual/Test Bank with additional resources available online by contacting your local representative
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James H. McMillan is professor and chair of foundations of education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in education program. He is also director of the Metropolitan Educational Research Consortium, a partnership of Virginia Commonwealth University and seven Richmond-area school divisions that conducts and disseminates action and applied research. His current research interests include classroom and large-scale assessment. He has recently published the third edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educational research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educational Measurement: Issues and Practice.