Rent 9780072322729 | Classroom Assessment : Concepts and Applications

Summary Table of Contents Author Biography

Airasian presents complex concepts clearly so that pre-service teachers can understand them, and solidly grounds these concepts in best practice through practical, real, well-integrated examples. He talks to, not at users. The text conceives of classroom assessment in a broader way than many other texts. It focuses not only on the assessment needs of testing, grading, interpreting standardized tests, and performance assessments but also on assessment concerns in organizing a classroom at the start of school, planning and implementing instruction, and strategies of teacher self reflection. Classroom Assessment: Concepts and Applications views classroom assessment as an everyday, ongoing, integral part of teaching, not something that is separated from life in classrooms. The text is organized in a manner that follows the natural progression of teacher decision making, from organizing the class as a learning community to planning and conducting instruction to the formal evaluation of learning and, finally, to grading.

Preface

xii

The Classroom as an Assessment Environment

(26)

Purposes of Assessment

(4)

... MORE

Establishing Classroom Equilibrium

(1)

Planning and Conducting Instruction

(1)

Placing Pupils

(1)

Providing Feedback and Incentives

(1)

Diagnosing Pupil Problems

(1)

Judging and Grading Academic Learning and Progress

(2)

Some Definitions: Assessment, Test, Measurement, and Evaluation

(2)

Methods of Collecting Assessment Information

(3)

Paper-and-Pencil Methods

(1)

Observation Methods

(1)

Oral Questioning Methods

(1)

Standardized and Nonstandardized Assessments

(1)

Standardized Assessments

(1)

Nonstandardized Assessments

(1)

Individual and Group Assessment

(2)

Individually Administered Assessments

(1)

Group Administered Assessments

(1)

Characteristics of Good Assessment: Validity and Reliability

(5)

Validity

(1)

Reliability

(2)

Ethical Issues and Responsibilities

(6)

Chapter Summary

(1)

Questions for Discussion

(1)

Reflection Exercise

(1)

Activity

(1)

Review Questions

(1)

References

(2)

Learning About Pupils: Sizing-Up Assessment

(36)

Gathering Sizing-Up Assessment Information

(6)

Preclassroom Sizing-Up Information

(2)

Classroom Sizing-Up Information

(4)

Forming Pupil Descriptions

(3)

Characteristics of Sizing-Up Assessments

(4)

Stability of Sizing-Up Assessments

(1)

Observation in Sizing-Up Assessments

(3)

The Validity and Reliability of Sizing-Up Assessments

(7)

Problems That Affect Validity

(7)

Sizing-Up Effects on Pupils

(2)

Improving Sizing-Up Assessments

(10)

Chapter Summary

(1)

Questions for Discussion

(1)

Reflection Exercises

(1)

Activities

(1)

Review Questions

(1)

References

(2)

Lesson Planning: Objectives, Standards, and Accommodations

(52)

Education, Curriculum, and Instruction

(1)

The Instructional Process

(9)

Teacher's Views of the Instructional Process

(1)

Teacher Planning

(2)

Pupil Characteristics

(1)

Teacher Characteristics

(1)

Instructional Resources

(3)

Characteristics of Objectives

(2)

Types of Objectives: Global, Educational, and Instructional

(2)

Stating Cognitive Objectives: Bloom's Taxonomy

(3)

A Second Dimension of Objectives: Three Types of Knowledge

(9)

Combining Cognitive Processes and Types of Knowledge

(3)

Stating Objectives

(1)

Questions About Objectives

(2)

Other Sources of Objectives

(9)

Textbook Objectives

(3)

State and School District Learning Standards

(6)

Improving Planning Assessment

(5)

Addressing Pupil Accommodations

102

(13)

Legal Issues

102

(4)

Disabilities and Accommodations

106

(3)

Chapter Summary

109

(2)

Questions for Discussion

111

(1)

Reflection Exercise

111

(1)

Activities

112

(1)

Review Questions

112

(1)

References

112

(3)

Assessing During Instruction

115

(28)

Teachers' Tasks During Instruction: Two Metaphors

117

(1)

Aligning Objectives and Instruction

118

(6)

Remembering Factual Knowledge

120

(1)

Understanding Conceptual Knowledge

120

(1)

Applying Procedural Knowledge

121

(1)

Instructional Approaches from State Standards

122

(2)

Teacher Thinking During Instruction

124

(2)

Instructional Assessment

126

(4)

Assessing Abnormal and Normal Behavior

127

(1)

The Need for Practical Knowledge

128

(2)

The Quality of Instructional Assessments: Validity and Reliability

130

(3)

Problems That Affect Validity

130

(2)

Problems That Affect Reliability

132

(1)

Improving Assessment During Instruction

133

(2)

Questioning: Purposes and Strategies

135

(8)

Purposes of Questioning

135

(3)

Questioning Strategies

138

(2)

Chapter Summary

140

(1)

Questions for Discussion

141

(1)

Reflection Exercises

141

(1)

Activities

141

(1)

Review Questions

141

(1)

References

142

(1)

Official Assessment: Developing Tests and Assessments

143

(24)

Formative and Summative Assessment

144

(3)

Developing Formal Assessments

147

(1)

Preparing Official Assessments: Four Concerns

148

(8)

Mr. Wysocki's Class

148

(2)

What Should Be Tested?

150

(1)

What Types of Assessments Should Be Used?

151

(1)

How Long Should the Assessment Take?

152

(3)

Should a Teacher-Made Assessment or a Textbook Assessment Be Used?

155

(1)

Preparing Pupils for Official Assessments

156

(11)

Issues of Test Preparation

157

(2)

Provide Good Instruction

159

(1)

Review Before Testing

159

(1)

Ensure Familiarity with Question Formats

160

(1)

Scheduling the Test

161

(1)

Giving Pupils Information About the Test

162

(1)

Chapter Summary

162

(2)

Questions for Discussion

164

(1)

Reflection Exercise

164

(1)

Activity

164

(1)

Review Questions

164

(1)

References

165

(2)

Paper-and-Pencil Test Questions

167

(36)

Types of Test Items: Selection and Supply

168

(5)

Selection Items

169

(2)

Supply Items

171

(2)

Higher-Level Test Questions

173

(5)

Interpretive Exercises

174

(4)

General Guidelines for Writing and Critiquing Test Items

178

(15)

Cover Important Content and Behaviors

178

(4)

Writing Paper-and-Pencil Items: Six Rules

182

(11)

Review Items Before Testing

193

(1)

Aligning Instruction with Paper-and-Pencil Assessments

193

(10)

Alignment of Instruction and Assessment: Remembering Factual Knowledge

193

(1)

Alignment of Instruction and Assessment: Understanding Conceptual Knowledge

194

(2)

Alignment of Instruction and Assessment: Applying Procedural Knowledge

196

(2)

Chapter Summary

198

(1)

Questions for Discussion

199

(1)

Reflection Exercise

199

(1)

Activities

200

(1)

Review Questions

201

(1)

References

201

(2)

Administering, Scoring, and Improving Paper-and-Pencil Tests

203

(24)

Assembling the Test

204

(2)

Administering the Test

206

(2)

Physical Setting

206

(1)

Keeping Track of Time

207

(1)

Psychological Setting

207

(1)

Issues of Cheating

208

(4)

Types of Cheating

210

(1)

Deterring Cheating

210

(2)

Scoring Paper-and-Pencil Tests

212

(6)

Scoring Selection Items

213

(1)

Scoring Short-Answer and Completion Items

214

(1)

Scoring Essay Items

215

(3)

Posttest Item Analysis: Implications for Validity

218

(3)

Discuss Test Results with Pupils

221

(1)

Testing Pupils with Disabilities

221

(6)

Chapter Summary

223

(1)

Questions for Discussion

224

(1)

Reflection Exercises

225

(1)

Activities

225

(1)

Review Questions

225

(1)

References

226

(1)

Performance Assessment

227

(34)

Performance Assessment in Schools and Classrooms

231

(3)

Performance-Oriented Subjects

232

(1)

Early Childhood and Special Needs Pupils

233

(1)

Developing Performance Assessments

234

(16)

Define the Purpose of Assessment

235

(1)

Identify Performance Criteria

235

(7)

Provide a Setting to Elicit and Observe the Performance

242

(1)

Develop a Score to Describe the Performance

243

(7)

Validity and Reliability of Performance Assessments

250

(11)

Validity

252

(1)

Reliability

253

(2)

Chapter Summary

255

(1)

Questions for Discussion

256

(1)

Reflection Exercises

257

(1)

Activities

257

(1)

Review Questions

258

(1)

References

258

(3)

Applications of Performance Assessment

261

(28)

Rubrics: Construction and Applications

262

(5)

Factors in Using Rubrics

266

(1)

Types and Examples of Rubrics

267

(5)

Portfolios: Construction and Applications

272

(3)

Developing and Scoring Portfolios

275

(14)

Purpose of Portfolios

276

(1)

Performance Criteria

277

(1)

Setting

278

(1)

Scoring Criteria

278

(7)

Chapter Summary

285

(1)

Questions for Discussion

286

(1)

Reflection Exercise

286

(1)

Activities

286

(1)

Review Questions

286

(1)

References

287

(2)

Grading Pupil Performance

289

(48)

Grading: Its Rationale and Difficulties

291

(7)

Why Grade?

291

(5)

The Difficulty of Grading

296

(2)

Grading as Judgment

298

(1)

Grading: Four Standards of Comparison

299

(9)

Comparisons with Other Pupils

300

(1)

Comparison to Predefined Standards

301

(4)

Comparison to a Pupil's Ability

305

(2)

Comparison to Pupil Improvement

307

(1)

Grading for Cooperative Learning and Pupils with Disabilities

308

(4)

Grading in Cooperative Learning

308

(1)

Grading Pupils with Disabilities

309

(3)

Selecting Pupil Performances for Grading

312

(3)

Academic Achievement

313

(1)

Affective Performances

314

(1)

Summarizing Varied Types of Assessment

315

(10)

What Should Be Included in a Grade?

319

(1)

Selecting Weights for Assessment Information

320

(1)

Combining Different Assessment Information

320

(3)

Computing Pupils' Overall Scores

323

(2)

Assigning Grades to Pupils: Two Approaches

325

(2)

A Criterion-Referenced Example

325

(1)

A Norm-Referenced Example

326

(1)

Other Methods of Reporting Pupil Progress

327

(10)

Parent-Teacher Conferences

328

(3)

Other Reporting Methods

331

(1)

Chapter Summary

332

(1)

Questions for Discussion

333

(1)

Reflection Exercises

333

(1)

Activity

334

(1)

Review Questions

335

(1)

References

335

(2)

Standardized Achievement Tests

337

(44)

Teacher's Perceptions of Standardized Tests

339

(3)

Commerical Achievement Tests

342

(5)

Test Construction

342

(5)

Administering Commercial Achievement Tests

347

(1)

Interpreting Commercial Achievement Test Scores

348

(4)

Percentile Rank Scores

349

(1)

Stanine Scores

350

(1)

Grade Equivalent Scores

350

(2)

Three Examples of Test Interpretation

352

(9)

Example 1: Pupil Performance Report

353

(4)

Example 2: Class Performance Report

357

(2)

Example 3: Summary Report for Parents

359

(2)

The Validity of Commercial Achievement Tests

361

(3)

Coverage of Objectives Taught

361

(1)

Test Norms

362

(1)

Test Administration

362

(1)

Interpreting Commercial Test Results

363

(1)

Reporting Standardized Test Results to Parents

364

(2)

Statewide Assessments

366

(15)

Construction of Statewide Assessments

368

(1)

Scoring Statewide Assessments

369

(1)

An Example of Statewide Assessment

369

(5)

Chapter Summary

374

(1)

Questions for Discussion

375

(1)

Reflection Exercises

376

(1)

Activities

376

(2)

Review Questions

378

(1)

References

378

(3)

Teacher Self-Assessment

381

(17)

Need for Teacher Self-Assessment

382

(1)

Informal and Formal Approaches

383

(3)

Informal Approaches

383

(1)

Formal Approaches

384

(2)

Self-Assessment Examples

386

(2)

Pupil Feedback Example

386

(1)

Self-Reflection Example

387

(1)

Video Recording or External Observer Example

388

(1)

Classroom Assessment: Summing Up

388

(5)

Collecting Assessment Information

389

(1)

Interpreting Assessment Information: Five Guidelines

390

(3)

Final Thoughts

393

(5)

Chapter Summary

395

(1)

Questions for Discussion

395

(1)

Reflection Exercise

396

(1)

Activity

396

(1)

Review Questions

396

(1)

References

396

(2)

Appendix A: Standards for Teacher Competence in Educational Assessment of Students

398

(7)

Appendix B: Statistical Applications for Classroom Assessment

405

(9)

Appendix C: Websites

414

(6)

Glossary

420

(5)

Name Index

425

(2)

Subject Index

427

Peter W. Airasian is Professor of Education at Boston College, where he is Chair of the Department of Counseling, Developmental Psychology, and Research Methods.

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