A Teacher's Guide to Classroom Assessment

Understanding and Using Assessment to Improve Student Learning

by Susan M. Butler, Nancy D. McMunn

Subject categories
ISBNs
  • 1118113330
  • 9780787978778
  • 9781118113332
A Teacher’s Guide to Classroom Assessment is a comprehensive guide that shows step-by-step how to effectively integrate assessment into the classroom. Written for both new and seasoned teachers, this important book offers a practical aid for developing assessment skills and strategies, building assessment literacy, and ultimately improving student learning.

Based on extensive research, this book is filled with illustrative, down-to-earth examples of how classroom assessment works in classrooms where assessment drives the instruction. The authors present the Classroom Assessment Cycle—Clarifying learning targets, Collecting assessment evidence, Analyzing assessment data, and Modifying instruction based upon assessment data—that demonstrates how one assessment action must flow into the next to be effective. Each chapter details the kinds of assessment evidence that are the most useful for determining student achievement and provides instruction in the analysis of assessment data.

 


  • Wiley; April 2011
  • ISBN: 9781118113332
  • Edition: 1
  • Read online, or download in secure PDF format
  • Title: A Teacher's Guide to Classroom Assessment
  • Author: Susan M. Butler; Nancy D. McMunn
  • Imprint: Jossey-Bass
Subject categories
ISBNs
  • 1118113330
  • 9780787978778
  • 9781118113332

About The Author

THE AUTHORS

SUSAN M. BUTLER, PH.D. is a faculty member in teacher education at Gulf Coast Community College in Panama City, Florida. Formerly, she was senior program specialist in classroom assessment for the Assessment, Accountability, and Standards program of the Regional Educational Laboratory housed at the SERVE Center, University of North Carolina, Greensboro. NANCY D. MCMUNN is project director for classroom assessment for the Assessment, Accountability, and Standards program for the Regional Educational Laboratory housed at the SERVE Center, University of North Carolina, Greensboro. Both authors are former classroom teachers.