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  | | Assessment in the Classroom(2nd Edition) A Concise Approach by Peter W. Airasian Paperback, 320 Pages, Published 1999 by Mcgraw-Hill Humanities/Social Sciences/Languages ISBN-13: 978-0-07-228953-4, ISBN: 0-07-228953-8 "This brief inexpensive version of the author's larger text is nearly 30% shorter and is designed either for the increasing number of brief (1-2 hour) assessment courses or for broader courses where assessment is one of several major topics covered. It is ideal for those 6-9 hour block courses (sometimes spanning two semesters) that cover a variety of major topics such as assessment, classroom management, and general methods. Like the bi ..." |
 | | CLASSROOM ASSESSMENT >CANADIAN(2nd Edition) by Peter W. Airasian, Tiffany Gallagher Professor, Joseph Engemann Professor, Tiffany L. Gallagher, Joseph Francis Engemann Paperback, 392 Pages, Published 2012 by Mcgraw-Hill Ryerson ISBN-13: 978-0-07-000555-6, ISBN: 0-07-000555-9 "The ability to construct and use classroom assessments is an essential educational skill for all teachers. Ongoing formal and informal classroom assessments provide teachers with the information they need to monitor and make decisions about their teaching and their students' learning. Classroom Assessment: Concepts and Applications, Second Canadian Edition covers the broad range of assessments that confront teachers both in their class ..." |
 | | Classroom Assessment(2nd Edition) Instructor's Manual/Testbank by Peter W. Airasian Paperback, 104 Pages, Published 2000 by Mcgraw Hill Higher Education ISBN-13: 978-0-07-000771-0, ISBN: 0-07-000771-3 "The text conceives of classroom assessment in a broader way than many other texts." |
 | | Classroom Assessment(2nd Edition) by Peter W. Airasian Paperback, 437 Pages, Published 1993 by Mcgraw-Hill College ISBN-13: 978-0-07-000770-3, ISBN: 0-07-000770-5 "Designed for students taking a first course in classroom measurement and assessment, this text shows how assessment principles apply to the full range of teacher decision-making, not just to the formal evaluation of pupil learning. It is organized in a manner that follows the natural progression of teacher decision-making: from organizing the class as a social system to planning and conducting instruction to the formal evaluation of lea ..." |