Description
Table of Contents
Chapter 1: Introduction
Significance of Measurement
Distinction Between Measurement, Assessment, and Evaluation
Settings Where Assessments Show Up
Distinction Between Formal and Informal Assessments
Roles of Assessment in the Classroom
Maximum Versus Typical Performance
Summary
Key terms
PART 1 — How to Establish a Framework for Assessing Your Students
Chapter 2: How Assessments Are Interpreted and Used
Frames of Reference for Interpreting Performance
Meaning of Criterion and Norm-Referenced Interpretations
Choosing the Appropriate Interpretation
Summary
Key Terms
Answers: Apply What You are Learning
Something to Try
Additional Reading
Chapter 3: Measurable Objectives and Goals
Categories of Learning Outcomes
Levels of Cognitive Complexity
Instructional Goals Versus Performance Objectives
Selecting Performances that Align with Standards
Summary
Key Terms
Answers: Apply What You are Learning
Something to Try
Additional Reading
Chapter 4: Gathering Evidence of Validity
Levels of Cognitive Complexity
Components of Performance Objectives
Instructional Goals Versus Performance Objectives
Selecting Performances that Align With Standards
Summary
Key Terms
Answers: Apply What You are Learning
Something to Try
Additional Reading
Chapter 5: Generalizing Performance
Why Observations Do Not Generalize
Methods for Detecting Inconsistencies
Techniques for Improving Generalizability
Relation of Generalizability to Validity
Summary
Key Terms
Answers: Apply What You are Learning
Something to Try
Additional Reading
PART 2 — How to Develop, Administer, and Score Written Tests
Chapter 6: Completion Items
What Completion Items Can Do
Qualities Completion Items Should Have
Practice With Applying These Desired Qualities to Completion Items
Summary
Key Terms
Answers: Apply What You Are Learning
Something to Try
Chapter 7: Essay Items
What Essay Items Can Do
Qualities Essay Items Should Have
Practice With Applying These Desired Qualities to Essay Items
Scoring Students’ Responses to Essay Items
Summary
Key Terms
Answers: Apply What you are Learning
Something to Try
Additional Reading
Chapter 8: Multiple-Choice Items
What Multiple-Choice Items Can Do
Qualities Multiple-Choice Items Should Have
Practice With Applying These Desired Qualities To Multiple-Choice Items
Variations of Multiple-Choice Items
Optimal Number of Choices
Summary
Key Terms
Answers: Apply What You Are Learning
Something to Try
Additional Reading
Chapter 9: Alternate-Choice Items
Variations of Alternate-Choice Items
What Alternate-Choice Items Can Do
Qualities Alternate-Choice Items Should Have
Applying These Desired Qualities To Alternate-Choice Items
Summary
Key Terms Introduced in the Chapter
Answers: Apply What You Are Learning
Something to Try
Additional Reading
Chapter 10: Learning How to Take Written Tests
Familiarity With Testing Medium
Preparing for a Test
Testwiseness
Summary
Key Terms Introduced in the Chapter
Answers: Apply What You Are Learning
Something to Try
Additional Reading
PART 3 — How to Develop, Administer, and Score Alternate Assessments
Chapter 11: Informal Observations and Questions
Characteristics of Informal Observations and Questions
Ensuring the Validity of Informal Assessments
Guidelines for Using Informal Observations
Guidelines for Using Informal Questions
Record Keeping
Summary
Key Terms Introduced in the Chapter
Answers: Apply What You Are Learning
Something to Try
Additional Reading
Chapter 12: Performance Assessment Requisites
Characteristics of Performance Assessments
Options for Scoring Performance Assessments
Actions to Take Before Creating a Performance Assessment
Key Terms Introduced in the Chapter
Something to Try
Additional Reading
Chapter 13: Creating Performance Assessments
Establishing the Capability to Be Assessed
Establishing the Performance to Be Observed
Establishing a Plan for Scoring Students’ Performance
Additional Examples of Creating Performance Assessments
Summary
Key Terms Introduced in the Chapter
Answers: Apply What You Are Learning
Something to Try
Additional Reading
Chapter 14: Portfolios
Characteristics of Portfolios
Designing Student Portfolios
Guiding Students’ Use of Portfolios
Summary
Something to Try
Additional Reading
PART 4 — How to Use Assessments
Chapter 15: Reporting Student Performance
Reporting Systems
Establishing Grading Criteria
Role of Grades in Motivating and Disciplining Students
Key Terms
Summary
Answers: Apply What You Are Learning
Something to Try
Additional Reading
Chapter 16: Norm-Referenced Test Scores
Distinction Between Aptitude and Achievement Tests
Interpreting Standard Scores
Interpreting Percentile Ranks
Interpreting Grade Equivalents
Summary
Key Terms
Answers: Apply What You Are Learning
Something to Try
Additional Reading
Chapter 17: Standards-Based Test Scores
Interpreting Reports Related to Specific Skill Areas
Categorizing the Proficiency of Students
Interpreting Scale Scores
Summary
Key Terms
Answers: Apply What You Are Learning
Something to Try
Additional Reading
Chapter 18: Integrating Assessments into Instruction
Using External Standards-Based Assessments
Using Formative and Summative Evaluations
The Role of Electronic Tools
Key Terms
Summary
Answers: Apply What You Are Learning
Something to Try
Additional Reading
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Developing and Using Classroom Assessments, CourseSmart eTextbook, 4th Edition
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$41.99 | ISBN-13: 978-0-13-501228-4
