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Assessment of Student Achievement
ISBN: 9780205268580 | 0205268587
Edition: 6thFormat: Paperback
Publisher: Prentice Hall
Pub. Date: 12/1/1997
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This book is a practical guide for assessing the effectiveness of classroom instruction. The new title, Assessment of Student Achievement, Sixth Edition, reflects a greater emphasis on types of achievement assessments other than classroom testing. It stresses the importance of using both classroom tests and performance assessments for a comprehensive assessment of all intended learning outcomes. In addition, a chapter is devoted to each of the following topics: how to prepare and use classroom tests and performance assessments and how to assign grades and interpret standardized test scores to students and parents. The material is presented in a simple, direct, and understandable manner.
| Preface | |
| Achievement Assessment and Instruction | |
| Relation between Instruction and Assessment | |
| Assessment in the Instructional Process | |
| Other Ways Assessment Can Aid Learning | |
| Teachers' Standards for Student Assessment | |
| Nature of Student Assessment | |
| Major Types of Assessment Methods | |
| Guidelines for Effective Student Assessment | ... MORE |
| Validity and Reliability in Assessment Planning | |
| Norm-Referenced and Criterion-Referenced Assessment | |
| Content Standards and Student Achievement | |
| Nature of Content Standards | |
| Examples of Content Standards | |
| Content Standards, Teaching and Assessment | |
| Planning for Assessment | |
| Using the Revised Taxonomy of Educational Objectives as a Guide | |
| Role of Instructional Objectives | |
| Preparing for Assessment | |
| Types of Assessment Procedures | |
| Preparing and Using Achievement Tests | |
| Preparing the Test Specifications | |
| Considerations in Constructing Relevant Test Items | |
| General Guidelines for Item Writing | |
| Arranging the Items in the Test | |
| Preparing Directions | |
| Administering and Scoring the Test | |
| Analyzing the Effectiveness of Test Items | |
| Writing Selection Items: Multiple Choice | |
| Nature of Multiple-Choice Items | |
| Rules for Writing Multiple-Choice Items | |
| Writing Selection Items: True-False, Matching, and Interpretive Exercise | |
| True-False Items | |
| Matching Items | |
| The Interpretive Exercise | |
| Writing Supply Items: Short Answer and Essay | |
| Short-Answer Items | |
| Essay Questions | |
| Performance Assessments | |
| Components of Performance Skills | |
| Stating Objectives for Performance Assessment | |
| Restricted and Extended Performance Tasks | |
| Steps in Preparing Performance Assessments | |
| Specifying the Performance Outcomes | |
| Selecting the Focus of the Assessment | |
| Selecting an Appropriate Degree of Realism | |
| Selecting the Performance Situation | |
| Making Performance Assessment More Authentic | |
| Selecting the Method of Observing, Recording, and Scoring | |
| Improving Performance Assessments | |
| Portfolio Assessment | |
| Advantages of Using Classroom Portfolios | |
| Planning for the Use of Portfolios | |
| Evaluating the Portfolio | |
| Grading and Reporting | |
| Selecting the Basis for Grading | |
| Combining Data for Grading | |
| Electronic Grading | |
| Guidelines for Effective and Fair Grading | |
| Reporting to Students and Parents | |
| Interpreting Standardized Achievement Test Scores | |
| Features of Standardized Achievement Tests | |
| Interpreting Norm-Referenced Scores | |
| Percentile Ranks | |
| Grade Equivalent Scores | |
| Standard Scores | |
| Criterion-Referenced Interpretation | |
| Validity and Reliability | |
| Validity | |
| Reliability | |
| Glossary | |
| Index | |
| Appendix | |
| Table of Contents provided by Publisher. All Rights Reserved. |
Norman E. Gronlund has taught at the University of Illinois and Western Washington College (Bellingham).
