Teaching on assessment / Edited by Sharon L. Nichols, Divya Varier.

Format:

Book

Contributor:

Nichols, Sharon Lynn., editor.

Varier, Divya, editor.

Series:

Theory to Practice: Educational Psychology for Teachers and Teaching

Theory to practice: educational psychology for teachers and teaching ; volume one

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Educational tests and measurements--Research.

Educational tests and measurements.

Learning, Psychology of.

Motivation in education.

Physical Description:

1 online resource (325 pages)

Edition:

1st ed.

Place of Publication:

Charlotte, NC : Information Age Publishing, Incorporated, 2021.

Summary:

"In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, "walk our talk" in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms"-- Provided by publisher.

Contents:

Acknowledgements. Endorsements. Introduction: Toward AI? better understanding of assessment in teaching and teacher preparation / Divya Varier and Sharon L. Nichols

Section I. Overview and general Introduction

Chapter 1. Preparing pre-service teachers for assessment of, for, and as learning / Chad M. Gotch, Kira J. Carbonneau, and Dustin S. J. Van Orman

Chapter 2. Making valid instructional decisions: Teaching educators to consider validity evidence / Davis Gerber, Matthew Ryan Lavery, and Jonathan D. Bostic

Section II. Bridging assessment and educational psychology

Chapter 3. Motivating students and their teachers through self-regulated learning and reframing assessment language / Maria K. DiBenedetto and Dale H. Schunk

Chapter 4. Conceptualizing and using classroom assessment to support students' learning and self- regulation / Peggy P. Chen and Sarah M. Bonner

Chapter 5. Motivating assessment: How to leverage summative assessments for the good of intrinsic motivation / Lia M. Daniels, Gabrielle Pelletier, Amanda I. Radil, and Lauren D. Goegan

Section III. Assessment and diverse learners

Chapter 6. Assessment as learning: Fostering belonging of underrepresented students in the stem content areas / Amanda Nolen and Tony L. Talbert

Chapter 7. The role of assessment in learning and teaching mathematics with english-speaking and english learner (el) students / Alison L. Bailey, Carolyn A. Maher, Louise C. Wilkinson, and Usufu Nyakoojo

Chapter 8. Examining validity and accommodations for english learners in high-stakes content area standardized tests / Margarita Huerta, Tiberio Garza, and Fuhui Tong

Chapter 9. High quality assessment for students with disabilities / Mary A. Hansen and Vicki Donne

Chapter 10. Dynamic assessment in schools: What, why, and how / Eunsoo Cho and Cynde Katherine Josol

Section IV. Data driven decision making

Chapter 11. The role of assessment in data-informed instructional practice / Lisa M. Abrams

Chapter 12. Data use and education psychology: Using data to understand the whole child and inform instruction and educational decisions / Ellen B. Mandinach and Susan E. Mundry

Author Biographies.

Notes:

Includes bibliographical references.

Print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

9781648024290

1648024297

OCLC:

1237649732