Center for Education; National Research Council; National Academy of Sciences; J.Myron Atkin; Paul Black; Janet Coffey National Academies Press (2001) Pehmeäkantinen kirja
Center for Education; National Research Council; National Academy of Sciences; James W. Pellegrino; Robert Glaser; Chudowsky National Academies Press (2001) Kovakantinen kirja
Center for Education; Mary Ellen O'Connell; Janet L. Norwood; National Research Council; National Academy of Sciences National Academies Press (2007) Kovakantinen kirja
National Research Council; National Academy of Sciences; Center for Education; Richard J. Shavelson; Lisa Towne National Academies Press (2002) Pehmeäkantinen kirja
Sarah Michaels; Andrew W. Shouse; Heidi A. Schweingruber; Center for Education; Steve Olson; National Research Council; Nati National Academies Press (2007) Pehmeäkantinen kirja
National Research Council; Division of Behavioral and Social Sciences and Education; Center for Education; Committee on Early Ch National Academies Press (2009) Kovakantinen kirja
National Research Council; Division of Behavioral and Social Sciences and Education; Center for Education; Committee on the Stud National Academies Press (2010) Pehmeäkantinen kirja
National Center for Education Statistics; U S Department of Education; Institute of Education Scien www.Militarybookshop.Co.UK (2012) Pehmeäkantinen kirja
National Research Council; Division of Behavioral and Social Sciences and Education; Center for Education; Teacher Advisory Coun National Academies Press (2007) Pehmeäkantinen kirja
National Research Council; Center for Education; Committee on Science and Mathematics Teacher Preparation National Academies Press (2001) Pehmeäkantinen kirja
National Research Council; Mathematical Sciences Education Board; Center for Education; Mathematics Teacher Preparation Content National Academies Press (2001) Pehmeäkantinen kirja
The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.
