000			03010nam a22003017a 4500
008			201228201228b ||||| |||| 00| 0 eng d
020			_a978-0-07-340376-2 _c6500
035			_a55434
037			_fХандив
040			_cУА
041			_aENG
042			_a5738
043			_aUS
082			_2ДАА
082			_a371.260
082			_bD-22
100			_aAirasian, Peter W
245		0	_aClassroom assessment _cKarol Jurado David S. Patterson
250			_a6
260			_anew york _bMc Graw Hill _c2008
300			_a412
490			_v0
500			_aClassroom 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.
505			_a0
520			_aClassroom 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.
653			_aThe breadth of classroom assessment
942			_2ddc _cBK
999			_c21675 _d21675