9780134899169-0134899164-Classroom Assessment for Student Learning: Doing It Right - Using It Well, Pearson eText -- Access Card

Classroom Assessment for Student Learning: Doing It Right - Using It Well, Pearson eText -- Access Card

ISBN-13: 9780134899169
ISBN-10: 0134899164
Edition: 3
Author: Jan Chappuis
Publication date: 2019
Publisher: Pearson
Format: Misc. Supplies 9998 pages
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Book details

ISBN-13: 9780134899169
ISBN-10: 0134899164
Edition: 3
Author: Jan Chappuis
Publication date: 2019
Publisher: Pearson
Format: Misc. Supplies 9998 pages

Summary

Classroom Assessment for Student Learning: Doing It Right - Using It Well, Pearson eText -- Access Card (ISBN-13: 9780134899169 and ISBN-10: 0134899164), written by authors Jan Chappuis, was published by Pearson in 2019. With an overall rating of 4.5 stars, it's a notable title among other Education Theory (Certification & Development, Schools & Teaching) books. You can easily purchase or rent Classroom Assessment for Student Learning: Doing It Right - Using It Well, Pearson eText -- Access Card (Misc. Supplies, New) from BooksRun, along with many other new and used Education Theory books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.57.

Description

This ISBN is for the Enhanced Pearson eText access card.
Classroom Assessment for Student Learning helps readers gather accurate information about students’ achievement and use the assessment process and its results effectively to improve achievement. This user-friendly guide is full of practical tips, activities, and real-world examples of what assessment for learning looks like in today’s classrooms.

The 3rd Edition continues to focus on five keys to quality classroom assessment, with an enhanced emphasis on the formative use of classroom assessment results. The keys help readers 1) establish a clear assessment purpose to meet the information needs of all intended users; 2) base instruction and assessment on clear learning targets; 3) design or select all assessments to meet standards of accuracy; 4) communicate summative and formative results effectively; and 5) involve students in the assessment process and in using results to further learning.

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