Educational Psychology: Theory and Practice
by: Robert E. Slavin
Educational Psychology: Theory and Practice
by: Robert E. Slavin
- ISBN 13:
9780205196456
- ISBN 10:
0205196454
- Edition: 5th
- Format: Paperback
- Copyright: 07/01/1996
- Publisher: Prentice Hall
- Newer Edition
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Summary
This edition continues to have in-depth, practical coverage with a focus on the intentional teacher. It presents up-to-the-minute research that a reflective, intentional teacher can apply. The eighth edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms and focuses on the concept of intentionality. An "intentional teacher," according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become "intentional teachers," the author models best practices through classroom examples and offers questions to guide the reader. Book jacket.
Table of Contents
Read moreFeatures | p. xiii |
Preface | p. xv |
About the Author | p. xxvii |
Educational Psychology: A Foundation for Teaching | p. 1 |
What Makes a Good Teacher? | p. 3 |
Knowing the Subject Matters (but So Does Teaching Skill) | p. 3 |
Mastering the Teaching Skills | p. 4 |
Can Good Teaching Be Taught? | p. 5 |
The Intentional Teacher | p. 5 |
What is the Role of Research in Educational Psychology? | p. 8 |
Personal Reflection: Adapting | p. 9 |
The Goal of Research in Educational Psychology | p. 10 |
The Value of Research in Educational Psychology to the Teacher | p. 10 |
Teaching as Decision Making | p. 10 |
Theory Into Practice: Teaching as Decision Making | p. 12 |
Research + Common Sense = Effective Teaching | p. 13 |
Research on Effective Programs | p. 13 |
Impact of Research on Educational Practice | p. 14 |
Theory Into Practice: How to Be an Intelligent Consumer of Educational Psychology Research | p. 14 |
What Research Methods are Used in Educational Psychology? | p. 16 |
Experiments | p. 16 |
Correlational Studies | p. 20 |
Descriptive Research | p. 21 |
Action Research | p. 21 |
Personal Reflection: Using Research to Inform Teaching | p. 22 |
How Can I Become an Intentional Teacher? | p. 22 |
Teacher Certification | p. 22 |
Beyond Certification | p. 24 |
Teaching Dilemmas: Cases to Consider: Choosing a New Curriculum | p. 25 |
Chapter Summary | p. 26 |
Key Terms | p. 26 |
Self-Assessment: Practicing for Licensure | p. 27 |
Theories of Development | |
What are Some Views of Human Development? | p. 30 |
Aspects of Development | p. 30 |
Issues of Development | p. 30 |
How Did Piaget View Cognitive Development? | p. 31 |
How Development Occurs | p. 32 |
Piaget's Stages of Development | p. 33 |
Personal Reflection: Egocentrism in Action | p. 37 |
How is Piaget's Work Viewed Today? | p. 41 |
Criticisms and Revisions of Piaget's Theory | p. 41 |
Theory Into Practice: Educational Implications of Piaget's Theory | p. 42 |
Neo-Piagetian and Information-Processing Views of Development | p. 43 |
How Did Vygotsky View Cognitive Development? | p. 43 |
How Development Occurs | p. 44 |
Applications of Vygotskian Theory in Teaching | p. 46 |
Theory Into Practice: Classroom Applications of Vygotsky's Theory | p. 46 |
How Did Erikson View Personal and Social Development? | p. 47 |
Stages of Psychosocial Development | p. 48 |
Implications and Criticisms of Erikson's Theory | p. 50 |
What are Some Theories of Moral Development? | p. 51 |
Piaget's Theory of Moral Development | p. 51 |
Kohlberg's Stages of Moral Reasoning | p. 53 |
Theory Into Practice: Fostering Moral Development in the Classroom | p. 55 |
Criticisms of Kohlberg's Theory | p. 56 |
Personal Reflection: Developing Character | p. 57 |
Teaching Dilemmas: Cases to Consider: Using Moral Reasoning | p. 58 |
The Intentional Teacher: Using What You Know about Human Development to Improve Teaching and Learning | p. 59 |
Chapter Summary | p. 60 |
Key Terms | p. 61 |
Self-Assessment: Practicing for Licensure | p. 62 |
Development during Childhood and Adolescence | p. 64 |
How Do Children Develop During the Preschool Years? | p. 66 |
Physical Development in Early Childhood | p. 67 |
Language Acquisition | p. 68 |
Personal Reflection: Understanding Development | p. 68 |
Teaching Dilemmas: Cases to Consider: Adapting Instruction | p. 71 |
Theory Into Practice: Promoting Literacy Development in Young Children | p. 72 |
Socioemotional Development | p. 73 |
What Kinds of Early Childhood Education Programs Exist? | p. 75 |
Day-Care Programs | p. 75 |
Preschools | p. 75 |
Compensatory Preschool Programs | p. 76 |
Early Intervention | p. 77 |
Kindergarten Programs | p. 77 |
Developmentally Appropriate Practice | p. 78 |
How Do Children Develop During the Elementary Years? | p. 78 |
Physical Development during Middle Childhood | p. 78 |
Cognitive Abilities | p. 79 |
Socioemotional Development in Middle Childhood | p. 79 |
Theory Into Practice: Promoting the Development of Self-Esteem | p. 81 |
Theory Into Practice: Helping Children Develop Social Skills | p. 83 |
How do Children Develop During the Middle School and High School Years? | p. 83 |
Physical Development during Adolescence | p. 83 |
Cognitive Development | p. 84 |
Characteristics of Hypothetical-Deductive Reasoning | p. 84 |
Theory Into Practice: Promoting Formal Operational Thought | p. 85 |
Socioemotional Development in Adolescence | p. 85 |
Identity Development | p. 86 |
Personal Reflection: Coping with Change | p. 86 |
James Marcia's Four Identity Statuses | p. 87 |
Self-Concept and Self-Esteem | p. 88 |
Social Relationships | p. 88 |
Emotional Development | p. 89 |
Problems of Adolescence | p. 90 |
Theory Into Practice: Providing Developmental Assets for Adolescents | p. 92 |
The Intentional Teacher: Using What You Know about Early Childhood, Middle Childhood, and Adolescent Students to Improve Teaching and Learning | p. 92 |
Chapter Summary | p. 94 |
Key Terms | p. 95 |
Self-Assessment: Practicing for Licensure | p. 95 |
Student Diversity | p. 96 |
What Is the Impact of Culture on Teaching and Learning? | p. 98 |
How Does Socioeconomic Status Affect Student Achievement? | p. 99 |
The Role of Child-Rearing Practices | p. 101 |
The Link between Income and Summer Learning | p. 101 |
The Role of Schools as Middle-Class Institutions | p. 102 |
School and Community Factors | p. 103 |
School, Family, and Community Partnerships | p. 103 |
Theory into Practice: Parent Involvement | p. 104 |
Is the Low Achievement of Children from Low-Income Groups Inevitable? | p. 105 |
Implications for Teachers | p. 105 |
How Do Ethnicity and Race Affect Students' School Experiences? | p. 106 |
Racial and Ethnic Composition of the United States | p. 106 |
Academic Achievement of Students from Under-Represented Groups | p. 107 |
Why Have Students from Under-Represented Groups Lagged in Achievement? | p. 107 |
Teaching Dilemmas: Cases to Consider: Meeting Resistance | p. 109 |
Effects of School Desegregation | p. 110 |
Personal Reflection: Being Sensitive to Race | p. 111 |
Theory into Practice: Teaching in a Culturally Diverse School | p. 111 |
How Do Language Differences and Bilingual Programs Affect Student Achievement? | p. 112 |
Bilingual Education | p. 113 |
Theory into Practice: Teaching English Language Learners | p. 114 |
What Is Multicultural Education? | p. 116 |
Dimensions of Multicultural Education | p. 117 |
How Do Gender and Gender Bias Affect Students' School Experiences? | p. 118 |
Do Males and Females Think and Learn Differently? | p. 118 |
Sex-Role Stereotyping and Gender Bias | p. 119 |
Theory into Practice: Avoiding Gender Bias in Teaching | p. 120 |
How Do Students Differ in Intelligence and Learning Styles? | p. 121 |
Definitions of Intelligence | p. 122 |
Theory into Practice: Multiple Intelligences | p. 124 |
Origins of Intelligence | p. 125 |
Theories of Learning Styles | p. 125 |
Aptitude-Treatment Interactions | p. 126 |
Personal Reflection: Understanding Diverse Thinkers | p. 126 |
Chapter Summary | p. 127 |
The Intentional Teacher: Using What You Know about Student Diversity to Improve Teaching and Learning | p. 128 |
Key Terms | p. 130 |
Self-Assessment: Practicing for Licensure | p. 130 |
Behavioral Theories of Learning | p. 132 |
What Is Learning? | p. 134 |
What Behavioral Learning Theories Have Evolved? | p. 135 |
Pavlov: Classical Conditioning | p. 135 |
Thorndike: The Law of Effect | p. 136 |
Skinner: Operant Conditioning | p. 136 |
What Are Some Principles of Behavioral Learning? | p. 138 |
The Role of Consequences | p. 138 |
Reinforcers | p. 139 |
Theory into Practice: Classroom Uses of Reinforcement | p. 141 |
Intrinsic and Extrinsic Reinforcers | p. 141 |
Theory into Practice: Practical Reinforcers | p. 142 |
Punishers | p. 143 |
Immediacy of Consequences | p. 145 |
Shaping | p. 145 |
Personal Reflection: Modifying Behavior | p. 146 |
Extinction | p. 147 |
Schedules of Reinforcement | p. 148 |
Teaching Dilemmas: Cases to Consider: Dealing with Behavior Problems | p. 150 |
Maintenance | p. 151 |
The Role of Antecedents | p. 152 |
How Has Social Learning Theory Contributed to Our Understanding of Human Learning? | p. 154 |
Bandura: Modeling and Observational Learning | p. 154 |
Theory into Practice: Observational Learning | p. 155 |
Meichenbaum's Model of Self-Regulated Learning | p. 157 |
Strengths and Limitations of Behavioral Learning Theories | p. 159 |
Chapter Summary | p. 159 |
The Intentional Teacher: Using What You Know about Behavioral and Social Learning Theory to Improve Teaching and Learning | p. 160 |
Key Terms | p. 162 |
Self-Assessment: Practicing for Licensure | p. 163 |
Information Processing and Cognitive Theories of Learning | p. 164 |
What Is an Information-Processing Model? | p. 166 |
Sensory Register | p. 167 |
Short-Term or Working Memory | p. 169 |
Long-Term Memory | p. 171 |
Factors That Enhance Long-Term Memory | p. 175 |
Other Information-Processing Models | p. 175 |
Research on the Brain | p. 177 |
What Causes People to Remember or Forget? | p. 181 |
Forgetting and Remembering | p. 181 |
Theory into Practice: Reducing Retroactive Inhibition | p. 182 |
Practice | p. 185 |
How Can Memory Strategies Be Taught? | p. 186 |
Verbal Learning | p. 186 |
Paired-Associate Learning | p. 186 |
Theory into Practice: Keyword Mnemonics | p. 187 |
Serial and Free-Recall Learning | p. 188 |
What Makes Information Meaningful? | p. 189 |
Rote versus Meaningful Learning | p. 190 |
Schema Theory | p. 191 |
Teaching Dilemmas: Cases to Consider: Differing Approaches | p. 192 |
How Do Metacognitive Skills Help Students Learn? | p. 192 |
What Study Strategies Help Students Learn? | p. 193 |
Note-Taking | p. 194 |
Underlining | p. 194 |
Summarizing | p. 194 |
Writing to Learn | p. 195 |
Outlining and Mapping | p. 195 |
The PQ4R Method | p. 195 |
Theory into Practice: Teaching the PQ4R Method | p. 196 |
Personal Reflection: Defining Effective | p. 196 |
How Do Cognitive Teaching Strategies Help Students Learn? | p. 197 |
Making Learning Relevant and Activating Prior Knowledge | p. 197 |
Organizing Information | p. 199 |
Chapter Summary | p. 201 |
The Intentional Teacher: Using What You Know about Cognitive Theories of Learning to Improve Teaching and Learning | p. 202 |
Key Terms | p. 204 |
Self-Assessment: Practicing for Licensure | p. 205 |
The Effective Lesson | p. 206 |
What is Direct Instruction? | p. 209 |
Personal Reflection: Balancing Instruction | p. 209 |
How Is a Direct Instruction Lesson Taught? | p. 210 |
State Learning Objectives | p. 213 |
Theory into Practice: Planning a Lesson | p. 213 |
Orient Students to the Lesson | p. 214 |
Theory into Practice: Communicating Objectives to Students | p. 215 |
Review Prerequisites | p. 215 |
Present New Material | p. 216 |
Conduct Learning Probes | p. 219 |
Provide Independent Practice | p. 222 |
Assess Performance and Provide Feedback | p. 224 |
Provide Distributed Practice and Review | p. 224 |
Teaching Dilemmas: Cases to Consider: Designing Lessons | p. 225 |
What Does Research on Direct Instruction Methods Suggest? | p. 226 |
Advantages and Limitations of Direct Instruction | p. 227 |
How Do Students Learn and Transfer Concepts? | p. 227 |
Concept Learning and Teaching | p. 227 |
Teaching for Transfer of Learning | p. 228 |
How Are Discussions Used in Instruction? | p. 232 |
Subjective and Controversial Topics | p. 232 |
Difficult and Novel Concepts | p. 232 |
Affective Objectives | p. 232 |
Whole-Class Discussions | p. 233 |
Small-Group Discussions | p. 234 |
Chapter Summary | p. 235 |
The Intentional Teacher: Using What You Know about Direct Instruction to Improve Teaching and Learning | p. 236 |
Key Terms | p. 238 |
Self-Assessment: Practicing for Licensure | p. 239 |
Student-Centered and Constructivist Approaches to Instruction | p. 240 |
What is the Constructivist view of Learning? | p. 243 |
Historical Roots of Constructivism | p. 243 |
Top-Down Processing | p. 245 |
Cooperative Learning | p. 245 |
Discovery Learning | p. 245 |
Teaching Dilemmas: Cases to Consider: Developing Self-Regulating Techniques | p. 247 |
Self-Regulated Learning | p. 248 |
Scaffolding | p. 248 |
APA's Learner-Centered Psychological Principles | p. 249 |
Constructivist Methods in the Content Areas | p. 250 |
Theory Into Practice: Introducing Reciprocal Teaching | p. 252 |
Research on Constructivist Methods | p. 254 |
How is Cooperative Learning Used in Instruction? | p. 255 |
Cooperative Learning Methods | p. 256 |
Theory Into Practice: Student Teams-Achievement Divisions (STAD) | p. 257 |
Research on Cooperative Learning | p. 259 |
Personal Reflection: Working Together | p. 261 |
How Are Problem-Solving and Thinking Skills Taught? | p. 262 |
The Problem-Solving Process | p. 262 |
Teaching Creative Problem Solving | p. 264 |
Teaching Thinking Skills | p. 266 |
Critical Thinking | p. 269 |
The Intentional Teacher: Using What You Know about Student-Centered and Constructivist Approaches to Improve Teaching and Learning | p. 270 |
Chapter Summary | p. 271 |
Key Terms | p. 272 |
Self-Assessment: Practicing for Licensure | p. 273 |
Accommodating Instruction to Meet Individual Needs | p. 274 |
What Are Elements of Effective Instruction Beyond A Good Lesson? | p. 276 |
Carroll's Model of School Learning and QAIT | p. 277 |
How Are Students Grouped to Accommodate Achievement Differences? | p. 279 |
Between-Class Ability Grouping | p. 281 |
Untracking | p. 284 |
Regrouping for Reading and Mathematics | p. 284 |
Nongraded (Cross-Age Grouping) Elementary Schools | p. 284 |
Within-Class Ability Grouping | p. 285 |
What is Mastery Learning? | p. 286 |
Forms of Mastery Learning | p. 286 |
Theory Into Practice: Applying the Principles of Mastery Learning | p. 287 |
Research on Mastery Learning | p. 288 |
What Are Some Ways of Individualizing Instruction? | p. 288 |
Peer Tutoring | p. 289 |
Adult Tutoring | p. 290 |
Theory Into Practice: Effectively Using Tutoring Methods to Meet Individual Needs | p. 291 |
How is Technology Used in Education? | p. 292 |
Technology for Instruction | p. 292 |
Technology for Learning | p. 293 |
Teaching Dilemmas: Cases to Consider: Should Computers Be in Labs or Classrooms? | p. 293 |
Technology for Administration | p. 299 |
Research on Computer-Assisted Instruction | p. 299 |
Cutting Edge Educational Technologies | p. 300 |
Personal Reflection: Computers in Education | p. 301 |
What Educational Programs Exist for Students Placed at Risk? | p. 302 |
Compensatory Education Programs | p. 303 |
Early Intervention Programs | p. 307 |
Comprehensive School Reform Programs | p. 308 |
After-School and Summer School Programs | p. 309 |
Chapter Summary | p. 309 |
The Intentional Teacher: Using What You Know about Accommodating Instruction to Meet Individual Needs | p. 310 |
Key Terms | p. 312 |
Self-Assessment: Practicing for Licensure | p. 313 |
Motivating Students to Learn | p. 314 |
What is Motivation? | p. 317 |
What Are Some Theories of Motivation? | p. 318 |
Motivation and Behavioral Learning Theory | p. 318 |
Motivation and Human Needs | p. 319 |
Motivation and Attribution Theory | p. 321 |
Motivation and Self-Regulated Learning | p. 324 |
Theory Into Practice: Giving Students Motivating Feedback | p. 324 |
Motivation and Expectancy Theory | p. 325 |
How Can Achievement Motivation Be Enhanced? | p. 326 |
Motivation and Goal Orientations | p. 327 |
Personal Reflection: Using Different Styles | p. 327 |
Learned Helplessness and Attribution Training | p. 330 |
Theory Into Practice: Helping Students Overcome Learned Helplessness | p. 331 |
Teacher Expectations and Achievement | p. 331 |
Teaching Dilemmas: Cases to Consider: Expectations | p. 333 |
Anxiety and Achievement | p. 333 |
How can Teachers Increase Students' Motivation to Learn? | p. 334 |
Intrinsic and Extrinsic Motivation | p. 334 |
How Can Teachers Enhance Intrinsic Motivation? | p. 336 |
Principles for Providing Extrinsic Incentives to Learn | p. 338 |
Teaching Dilemmas: Cases to Consider: Adapting Strategies | p. 339 |
How Can Teachers Reward Performance, Effort, and Improvement? | p. 341 |
Using Praise Effectively | p. 342 |
Teaching Students to Praise Themselves | p. 343 |
Using Grades as Incentives | p. 343 |
Incentive Systems Based on Goal Structure | p. 343 |
Chapter Summary | p. 344 |
The Intentional Teacher: Using What You Know about Motivation to Improve Teaching and Learning | p. 346 |
Key Terms | p. 347 |
Self-Assessment: Practicing for Licensure | p. 347 |
Effective Learning Environments | p. 348 |
What is an Effective Learning Environment? | p. 351 |
What is the Impact of Time on Learning? | p. 352 |
Using Allocated Time for Instruction | p. 352 |
Using Engaged Time Effectively | p. 355 |
Can Time On-Task Be Too High? | p. 360 |
Personal Reflection: Maintaining Control | p. 360 |
Classroom Management in the Student-Centered Classroom | p. 361 |
What Practices Contribute to Effective Classroom Management? | p. 361 |
Starting Out the Year Right | p. 362 |
Setting Class Rules | p. 363 |
Teaching Dilemmas: Cases to Consider: Rules of the Room | p. 364 |
What Are Some Strategies for Managing Routine Misbehavior? | p. 364 |
The Principle of Least Intervention | p. 365 |
Prevention | p. 365 |
Nonverbal Cues | p. 366 |
Praising Behavior That Is Incompatible with Misbehavior | p. 367 |
Praising Other Students | p. 367 |
Verbal Reminders | p. 367 |
Repeated Reminders | p. 367 |
Applying Consequences | p. 368 |
How is Applied Behavior Analysis Used to Manage More Serious Behavior Problems? | p. 369 |
How Student Misbehavior Is Maintained | p. 369 |
Principles of Applied Behavior Analysis | p. 371 |
Applied Behavior Analysis Programs | p. 374 |
Theory Into Practice: Using a Daily Report Card System | p. 376 |
Theory into Practice: Establishing a Group | |
Contingency Program | p. 377 |
Ethics of Behavioral Methods | p. 378 |
How Can Serious Behavior Problems be Prevented? | p. 379 |
Preventive Programs | p. 379 |
Identifying Causes of Misbehavior | p. 380 |
Enforcing Rules and Practices | p. 380 |
Enforcing School Attendance | p. 380 |
Check and Connect | p. 381 |
Avoiding Tracking | p. 381 |
Practicing Intervention | p. 381 |
Requesting Family Involvement | p. 382 |
Using Peer Mediation | p. 382 |
Judiciously Applying Consequences | p. 383 |
Chapter Summary | p. 383 |
The Intentional Teacher: Using What You Know about Effective Learning Environments to Improve Teaching and Learning | p. 384 |
Key Terms | p. 386 |
Self-Assessment: Practicing for Licensure | p. 387 |
Learners with Exceptionalities | p. 388 |
Who are Learners with Exceptionalities? | p. 391 |
"People-First" Language | p. 392 |
Types of Exceptionalities and the Numbers of Students Served | p. 392 |
Students with Mental Retardation | p. 394 |
Theory into Practice: Teaching Adaptive Behavior Skills | p. 398 |
Students with Learning Disabilities | p. 399 |
Theory into Practice: Teaching Students with Learning Disabilities | p. 401 |
Students with Attention Deficit Hyperactivity Disorder | p. 403 |
Theory into Practice: Students with ADHD: The Role of the Teacher | p. 403 |
Students with Speech or Language Impairments | p. 404 |
Students with Emotional and Behavioral Disorders | p. 405 |
Students with Autism | p. 407 |
Students with Sensory, Physical, and Health Impairments | p. 407 |
Students Who Are Gifted and Talented | p. 408 |
What is Special Education? | p. 411 |
Public Law 94-142 and IDEA | p. 411 |
An Array of Special-Education Services | p. 414 |
Teaching Dilemmas: Cases to Consider: Referring a Student | p. 417 |
Theory into Practice: Preparing IEPs | p. 419 |
What is Inclusion? | p. 423 |
Personal Reflection: The Struggle over Inclusion | p. 424 |
Research on Inclusion | p. 425 |
Adapting Instruction | p. 427 |
Theory into Practice: Adapting Instruction for Students with Special Needs | p. 427 |
Teaching Learning Strategies and Metacognitive Awareness | p. 428 |
Prevention and Early Intervention | p. 429 |
Computers and Students with Disabilities | p. 429 |
Buddy Systems and Peer Tutoring | p. 430 |
Special-Education Teams | p. 431 |
Social Integration of Students with Disabilities | p. 431 |
Teaching Dilemmas: Cases to Consider: Finding What Works | p. 432 |
Chapter Summary | p. 433 |
The Intentional Teacher: Using What You Know about Learners with Exceptionalities to Improve Teaching and Learning | p. 434 |
Key Terms | p. 436 |
Self-Assessment: Practicing for Licensure | p. 436 |
Assessing Student Learning | p. 438 |
What are Instructional Objectives and How are They Used? | p. 440 |
Planning Lesson Objectives | p. 441 |
Theory into Practice: Planning Courses, Units, and Lessons | p. 444 |
Linking Objectives and Assessment | p. 446 |
Using Taxonomies of Instructional Objectives | p. 447 |
Research on Instructional Objectives | p. 450 |
Why Is Evaluation Important? | p. 450 |
Evaluation as Feedback | p. 451 |
Evaluation as Information | p. 452 |
Evaluation as Incentive | p. 453 |
How is Student Learning Evaluated? | p. 453 |
Formative and Summative Evaluations | p. 453 |
Norm-Referenced and Criterion-Referenced Evaluations | p. 453 |
Matching Evaluation Strategies with Goals | p. 454 |
How Are Tests Constructed? | p. 456 |
Principles of Achievement Testing | p. 456 |
Theory into Practice: Making Assessments Fair | p. 458 |
Using a Table of Specifications | p. 459 |
Writing Selected-Response Test Items | p. 461 |
Theory Into Practice: Writing Multiple-Choice Tests (Format Suggestions) | p. 462 |
Writing Constructed-Response Items | p. 465 |
Writing and Evaluating Essay Tests | p. 466 |
Theory into Practice: Detecting Bluffing in Students' Essays | p. 468 |
Writing and Evaluating Problem-Solving Items | p. 469 |
Theory into Practice: Peer Evaluations | p. 470 |
What are Authentic, Portfolio, and Performance Assessments? | p. 472 |
Portfolio Assessment | p. 473 |
Theory into Practice: Using Portfolios in the Classroom | p. 475 |
Performance Assessment | p. 477 |
How Well Do Performance Assessments Work? | p. 477 |
Scoring Rubrics for Performance Assessments | p. 479 |
How are Grades Determined? | p. 480 |
Establishing Grading Criteria | p. 481 |
Assigning Letter Grades | p. 481 |
Teaching Dilemmas: Cases to Consider: Establishing a Grading System | p. 482 |
Performance Grading | p. 483 |
Other Alternative Grading Systems | p. 484 |
Assigning Report Card Grades | p. 486 |
Personal Reflection: Assigning Grades | p. 486 |
Chapter Summary | p. 487 |
The Intentional Teacher: Using What You Know about Assessing Student Learning to Improve Teaching and Learning | p. 488 |
Key Terms | p. 490 |
Self-Assessment: Practicing for Licensure | p. 491 |
Standardized Tests | p. 492 |
What are Standardized Tests and How are They Used? | p. 495 |
Selection and Placement | p. 496 |
Diagnosis | p. 496 |
Evaluation | p. 497 |
School Improvement | p. 497 |
Accountability | p. 497 |
Personal Reflection: Mixed Messages | p. 500 |
Theory into Practice: Teaching Test-Taking Skills | p. 501 |
What Types of Standardized Tests are Given? | p. 503 |
Aptitude Tests | p. 503 |
Norm-Referenced Achievement Tests | p. 506 |
Criterion-Referenced Achievement Tests | p. 507 |
Standard Setting | p. 507 |
How are Standardized Tests Interpreted? | p. 507 |
Percentile Scores | p. 507 |
Grade-Equivalent Scores | p. 508 |
Standard Scores | p. 509 |
Theory into Practice: Interpreting Standardized Test Scores | p. 512 |
What are Some Issues Concerning Standardized and classroom testing? | p. 517 |
Test Validity | p. 517 |
Test Reliability | p. 518 |
Test Bias | p. 519 |
Teaching Dilemmas: Cases to Consider: Dealing with High-Stakes Testing | p. 520 |
Computer Test Administration | p. 520 |
Chapter Summary | p. 521 |
The Intentional Teacher: Using What You Know about Standardized Tests to Improve Teaching and Learning | p. 522 |
Key Terms | p. 522 |
Self-Assessment: Practicing for Licensure | p. 524 |
Developing Your Portfolio | p. 525 |
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