Development Of Authentic Assessments For The Middle School Classroom

Autor/inn/en	Moon, Tonya R.; Brighton, Catherine M.; Callahan, Carolyn M.; Robinson, Ann
Titel	Development Of Authentic Assessments For The Middle School Classroom
Quelle	In: Journal of Secondary Gifted Education, 16 (2005) 2-3, S.119-135 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-4610
Schlagwörter	Instruction; Classrooms; Academic Standards; Interrater Reliability; Academically Gifted; Test Construction + Suchen Sie Ihr Suchwort? Teaching process; Unterrichtsprozess; Classroom; Klassenraum; Interrater-Reliabilität; Testaufbau
Abstract	This article discusses the rationale for, and explicates the process used in, developing differentiated authentic assessments for middle school classrooms (many of which contain gifted students) that are aligned with state academic standards. The assessments were developed based on learner-centered psychological principles and revised based on a content validation study involving a panel of 46 experts representing a variety of educational professionals. In addition to the content validation study of the assessments, interrater reliability estimates based on Kappa were calculated using student responses to the assessments in classrooms in two states. Results provide evidence that these types of assessments can provide quantifiable information about student learning, as well as inform the instructional process. (Author).
Anmerkungen	Prufrock Press, P.O. Box 8813, Waco, Texas 76714-8813. Tel: 800-998-2208 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10