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Student-Centered Classroom Assessment Textbook Binding – August 1, 1996

2 customer reviews
ISBN-13: 978-0521689717 ISBN-10: 0824704053 Edition: 2nd

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Editorial Reviews

From the Publisher

This popular text focuses on assessment as an integral part of classroom instruction and shows how the use of student-involved assessment, record keeping, and communication can be highly motivating instrucitonal interventions. The text elucidat es the fundamental importance of high-quality assessment to student academic well-being and promotes the development of student self-assessment as a critically important life skill. Easy-to-read and free of technical jargon, this text focuses squarel y on what teachers need to know in order to make assessment work in classrooms.

From the Back Cover

Key Benefit: The book elucidates the fundamental importance of high-quality assessment to student academic well-being and promotes the development of student self-assessment as a critically important life skill. Key Topics: Provides a clear, common sense description of all assessment methods (selected response, essay, performance, and personal communication) and how to align them with relevant achievement targets (knowledge, reasoning, skills, products, and dispositions). Easy-to-read and free of technical jargon, this book focuses squarely on what teachers need to know in order to make assessment work in classrooms.
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Product Details

  • Textbook Binding: 519 pages
  • Publisher: Merrill Pub Co; 2nd edition (August 1, 1996)
  • Language: English
  • ISBN-10: 0824704053
  • ISBN-13: 978-0521689717
  • ASIN: 0134329317
  • Product Dimensions: 1 x 7.8 x 9.2 inches
  • Shipping Weight: 1.8 pounds
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #2,315,894 in Books (See Top 100 in Books)

More About the Author

Rick Stiggins founded the Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. ATI can help assessment users at all levels learn how to (a) create high-quality assessments, and (b) use them in the service of student success. The most unique feature of the ATI philosophy remains our advocacy of and professional development in "assessment for learning"; that is, the use of student-involved classroom assessment, record keeping and communication to promote success for all students. The ATI programs, materials and services in classroom assessment for student learning are specifically designed to draw teachers and administrators into local learning teams to master principles of balanced assessment and assessment for learning. Rick is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.

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Most Helpful Customer Reviews

8 of 8 people found the following review helpful By M. Swain on May 12, 2003
Format: Paperback
The 3rd edition of this book starts off with an anecdotal story that clearly demonstrates Rick Stiggins philosophy and practical understanding of student-involved and classroom-based assessment practices. Throughout the book, he makes reference to this story as he explores it's meaning and implications. The first four chapters and the two main organizational charts are the essence of the book. The rest is there for educators to explore as they need it. I have used this book with several hundred preservice teachers and many, many inservice teachers. On it's own, it can look daunting, but taken in small bits, and discussed, thought about, tried out, it is a wonderful resource for any educator truly interested in UNDERSTANDING why student involvement in assessment and evaluation does make a major (and measureable) difference in student work and then actually IMPLEMENTING it in a classroom.
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7 of 10 people found the following review helpful By A Customer on January 25, 1999
Format: Textbook Binding
Stiggins present a down to earth view of creating quality assessment procedures within the classroom setting. His understanding of students, teachers, and the interaction between assessment and the learning process make this a must read for all teachers of students of any age and ability.
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