Educative Assessment: Designing Assessments to Inform and Improve Student Performance  -     By: Grant Wiggins
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Educative Assessment: Designing Assessments to Inform and Improve Student Performance

John Wiley & Sons / 1998 / Paperback

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Product Description

Assessing Student Performance laid out the theoretical foundations of a new assessment system that provides a more authentic picture of student capabilities than standardized testing. In Assessment for Excellence, Grant Wiggins provides guidance on how to design performance-based assessments for use in the classroom. This book covers all aspects of assessment design, including how to craft performance tasks that meet rigorous educational standards, how to score assessments fairly, and how to structure and judge student portfolios. It also looks at how performance assessment can be used to improve curriculum and instruction, grading and reporting?and teacher accountability.

Product Information

Format: Paperback
Number of Pages: 384
Vendor: John Wiley & Sons
Publication Date: 1998
Dimensions: 11 X 8.5 X ` (inches)
ISBN: 0787908487
ISBN-13: 9780787908485
Availability: Usually ships in 24-48 hours.

Author Bio

GRANT WIGGINS is the president and director of programs for the Center for Learning, Assessment, and School Structure (CLASS), a non-profit educational research and consulting organization in Pennington, New Jersey. He is the author of Assessing Student Performance (Jossey-Bass)

Editorial Reviews

"Provides more pragmatic advice and background (including extensivereferences) on active assessments." (Choice)
"Wiggins' newest book is rigorous and provocative, bringing to bearhis understanding of teaching for understanding and itsimplications for performance-based assessment." (KnowledgeQuest)
Grant Wiggins puts at once the current craze for 'assessment' ofstudents on a higher, more commonsensical and moral ground. Hebrings the sharp eye of a philosopher and the constructive humilityof a veteran teacher to the tasks of explaining what we must knowabout our students' knowing and what this means for practice. Thisis a constructively unsettling book on our attitudes about learningand about our all-too-familiar and challengeable habits ofassessing for it. (Theodore R. Sizer, chairman, Coalition ofEssential Schools)
"Through forceful, in-depth argument and diverse examples, Wigginsmakes the most convincing case yet that school-based assessmentshould aim mainly to improve, rather than to audit, studentperformance. Thanks to his penetrating discussions of feedback, therelationship of formal designs to practice, teaching forunderstanding, and rubrics, this book should dispel commonmisconceptions and elevate both the understanding and practice ofauthentic assessment" (Fred M. Newmann, professor of curriculum andinstruction, University of Wisconsin, Madison)
"Wiggins makes the most convincing case yet that school-basedassessments should aim mainly to improve, rather than audit studentperformance. Thanks to his penetrating discussions of feedback, therelationship of formal design to practice, teaching forunderstanding, and rubrics, this book should dispel commonmisconceptions and elevate both the understanding and practice ofauthentic assessment." (Fred M. Newmann, professor of curriculumand instruction, University of Wisconsin, Madison)
"Linking curriculum and assessment is one of the most criticalproblems facing today's educators. Wiggins has given us anextraordinarily clear set of design principles to guide ourpractice. I recommAnd this book to curriculum designers, teachers,and administrators concerned with developing coherent curriculumresulting in improved student performance" "Educators engaged inwriting and shaping curriculum should consider Wiggins' book anecessity to raise the quality of their efforts. His emphasis oncritical design skills and his numerous practical examples makesthis an accessible guide. Grant Wiggins is one of the mostintelligent voices in the reform community. (Dr. Heidi HayesJacobs, educational consultant, editor, and writer)

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