About the Author\nJoe Engemann has been with the Faculty of Education at Brock University since 1993, where he has served as a member of both the Department of Pre-service Education and the Department of Graduate and Undergraduate Studies. Before becoming a teacher educator, Joe taught elementary school for 17 years with the Lincoln County Catholic School Board. His research interests, along with classroom assessment and evaluation, include teacher induction and mentoring, literacy across the curriculum, and aboriginal science education. He is the past president of the Canadian Association of Teacher Education and acted as the Ontario Faculties of Education representative on the Science Teachers Association of Ontario Board of Directors. Joe received his B.Sc., B.Ed. and M.Ed. from Brock University and his PhD in science education from the State University of New York in Buffalo.\nTiffany L. Gallagher is a member of the Department of Pre-service Education of the Faculty of Education at Brock University. Recently, she completed her doctoral studies on the effects of tutoring students with learning difficulties and the associated experiences of their literacy tutors. Professionally, Tiffany was a teacher and administrator in private practice supplemental education for over a decade. In this capacity, she administered achievement and aptitude tests and interpreted the results for academic programming. Currently, she teaches courses in educational psychology and assessment and evaluation. She has also co-authored the text Educational Psychology (first and second Canadian editions). Tiffany's current research interests include literacy assessment, reading and writing strategy instruction, teachers with learning disabilities, and the role of the in-school resource teacher.\nNOW AVAILABLE IN A NEW EDITION - 0070005559 
The ability to construct and use classroom assessments is an essential educational skill for all teachers. Ongoing formal and informal classroom assessments provide teachers with the information they need to monitor and make decisions about their teaching and their students' learning. Classroom Assessment: Concepts and Applications covers the broad range of assessments that confront teachers both in their classrooms and beyond. Each type of assessment is presented with attention to both concepts and application, so that students will understand the reasons and cautions that are inherent in the assessments they construct and interpret. Classroom Assessment: Concepts and Applications provides a broad introductory overview of the critical terms, practices, and issues associated with assessment and evaluation.

Classroom Assessment : Concepts and Applications

Education & Teaching

Airasian, Peter

Schools & Teaching

McGraw-Hill Ryerson Higher Education

This brief inexpensive version of the author's larger text is nearly 30% shorter and is designed either for the increasing number of brief (1-2 hour) assessment courses or for broader courses where assessment is one of several major topics covered. It is ideal for those 6-9 hour block courses (sometimes spanning two semesters) that cover a variety of major topics such as assessment, classroom management, and general methods. Like the bigger book, this one ties assessment into every type of teacher decision making: from organizing the class as a social system to planning and conducting instruction to the formal evaluation of learning and, finally, to grading. The goal is to show students that assessment is part of their daily routine. This edition features a new, full chapter on sizing-up assessment (assessment early in the school year), expanded treatment of accommodating pupils with disabilities, more on state-wide standards and assessments, updated performance/alternative assessment, and descriptions of twenty Web sites related to educational assessment. This is the most teacher-friendly assessment text on the market.

Assessment in the Classroom: A Concise Approach

McGraw-Hill Humanities/Social Sciences/Languages

Classroom Assessment: Concepts and Applications views classroom assessment as an everyday, ongoing part of teaching, integral to everything that happens in the classroom. The text is organized to follow the natural progression of teacher decision making, from organizing the class as a learning community to planning and conducting instruction to the formal evaluation of learning and, finally, to grading. Classroom Assessment presents complex concepts clearly so that pre-service teachers can understand them, and solidly grounds these concepts in best practice through practical, well-integrated examples. The text conceives of classroom assessment in a broader way than many other texts. It focuses not only on the assessment needs of testing, grading, interpreting standardized tests, and performance assessments but also on assessment concerns in organizing a classroom at the start of school, planning and implementing instruction, and strategies of teacher self reflection.

Classroom Assessment

Russell, Michael

Drawing heavily from Bloom's Taxonomy, this new book helps teachers understand and implement a standards-based curriculum. An extraordinary group of cognitive psychologists, curriculum specialists, teacher-educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes, that defines what students are expected to learn in school. A series of vignettes-written by and for teachers-illustrates how to use this unique framework. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives. This "Professional Edition" includes an additional section ("The Taxonomy in Perspective,") which is not available in the "Revisited for Teachers" edition of the book.

Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Complete Edition

Mayer, Richard

Krathwohl, David

Anderson, Lorin

Cruikshank, Kathleen

Pintrich, Paul

Raths, James

Wittrock, Merlin

Pearson

This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected tolearn in school. Like no other text, it explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C&amp;I emphasis), and measurement and assessment experts (assessment emphasis). This "revisited" framework allows you to connect learning in all areas of curriculum. Educators, or others interested in Educational Psychology or Educational Methods for grades K-12.

Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition

Reference

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