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Leading Student Assessment (Record no. 16269)

000 -LEADER
fixed length control field 04410nam a22004335i 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140310145541.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr nn 008mamaa
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 110916s2012 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789400717275
978-94-007-1727-5
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB2801-3095
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 371.2
Edition number 23
264 #1 -
-- Dordrecht :
-- Springer Netherlands,
-- 2012.
912 ## -
-- ZDB-2-SHU
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Webber, Charles F.
Relator term editor.
245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE
Title Leading Student Assessment
Medium [electronic resource] /
Statement of responsibility, etc edited by Charles F. Webber, Judy L. Lupart.
300 ## - PHYSICAL DESCRIPTION
Extent XII, 304 p.
Other physical details online resource.
440 1# - SERIES STATEMENT/ADDED ENTRY--TITLE
Title Studies in Educational Leadership ;
Volume number/sequential designation 15
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note INTRODUCTION: 1. Taking Stock of Here and Now; Judy L. Lupart and Charles F. Webber -- 2. School Leadership, Evidence-based Decision Making and Large-scale Student Assessment; Kenneth Leithwood -- 3. Lessons Learned: The Promise and Possibility of Educational Accountability in the United States; Charles L. Slater, Marla W. McGhee, Sarah W. Nelson, Lionel “Skip” Meno -- 4. Student Assessment Policy and Practice in Alberta: An Assessment for Learning; Jim Brandon and Marsi Quarin-Wright -- 5. Fair and Ethical Student Assessment Practices; Jean L. Pettifor and Donald H. Saklofske -- 6. How Can Psychological Assessment Inform Classroom Practice? The Role of the School Psychologist in Canadian Schools; Joan Jeary and Vicki Schwean -- 7. Current Issues in Assessing Students with Special Needs; John Venn -- 8. Student in School Characteristics Related to Student Achievement: A Methodological Approach; John O. Anderson -- 9. Student Voice in Fair Assessment Practice; Nola Aitken -- 10. Grade Level of Achievement Data: Key Indicators for School-Based Decision-Makers; John Burger and Anna Nadirova -- 11. Teacher Feedback in Formative Classroom Assessment; Susan M. Brookhart -- 12. Using a Measurement Paradigm to Guide Classroom Assessment Processes; Sandy Heldsinger -- 13. Putting the Focus on Learning: Shifting Classroom Assessment Practices; Sherry Bennett and Dale Armstrong -- CONCLUSION: 14. The Ecology of Student Assessment; Charles F. Webber, Judy Lupart and Shelleyann Scott -- Index.
520 ## - SUMMARY, ETC.
Summary, etc This book presents a new and refreshing look at student assessment from the perspective of leading educational theorists, researchers, and practitioners. The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current overview of the state and art of student assessment. Key questions are posed about assessment and critical challenges are presented along with sound evidence-based solutions. Student assessment is analyzed in terms of its relationship with classroom instructional practices and large-scale testing programs. Formative and summative assessments are compared and contrasted.  The role of psychological assessment in informing classroom practices is profiled along with the need for student voice in fair assessment practices. Readers will be challenged to consider the ecology of student assessment, that is, the impact of assessment in classrooms and schools through to the macro level of globalized societies. The underpinning values and assumptions of student assessment are highlighted. Finally, a rationale is offered for reconceptualizing and redefining assessment.  
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Educational tests and measurements.
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Administration, Organization and Leadership.
Topical term or geographic name as entry element Assessment, Testing and Evaluation.
Topical term or geographic name as entry element Education (general).
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Lupart, Judy L.
Relator term editor.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Printed edition:
International Standard Book Number 9789400717268
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-94-007-1727-5
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type E-Book
Copies
Price effective from Permanent location Date last seen Not for loan Date acquired Source of classification or shelving scheme Koha item type Damaged status Lost status Withdrawn status Current location Full call number
2014-04-02AUM Main Library2014-04-02 2014-04-02 E-Book   AUM Main Library371.2
Languages: 
English |
العربية