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Classroom Assessment : Concepts and Applications
ISBN: 9780072488692 | 0072488697
Edition: 5thFormat: Paperback
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
Pub. Date: 8/1/2004
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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 | |
| The Breadth of Classroom Assessment Purposes of Assessment | |
| Types of Assessment Assessment, Testing, and Information | |
| Three General Ways to Collect Data: Paper-and-Pencil, Observation, and Oral Questioning | |
| Standardized and Nonstandardized Assessments | |
| Good Assessments: Valid and Reliable | |
| Ethical Issues and Responsibilities | |
| Learning About Pupils: ... MORE | |
| Gathering Information about Pupils | |
| Sources of Learning about Pupils | |
| Forming Pupil Descriptions | |
| Concerns about Ethics and Accuracy | |
| Improving Early Assessments | |
| Clues to Language Disabilities | |
| Lesson Planning and Assessment Objectives | |
| The Instructional Process Instructional Planning | |
| Three Levels of Educational Objectives | |
| Three Domains of Objectives | |
| Lesson Plans | |
| Improving the Tie Between Planning and Assessment | |
| Planning, Disabilities, and Accommodations | |
| Other Sources of Educational Objectives and Assessments | |
| Textbook Objectives and Assessments | |
| Statewide Assessments | |
| Implications of High-Stakes | |
| Testing No Child Left Behind | |
| Assessment During Instruction | |
| Assessment Task During Instruction | |
| Validity and Reliability in Instructional | |
| Assessment Improving | |
| Assessment During Instruction | |
| Questioning Accommodations | |
| During Instruction | |
| Official Assessments Formative and Summative Assessments | |
| The Logic of Formal Assessment | |
| Planning an Official Assessment | |
| Preparing Pupils for Official Assessments | |
| Paper-and-Pencil Testing | |
| Selection and Supply Test Items | |
| Higher Level Questions | |
| Guidelines for Writing and Critiquing | |
| Test Items Accommodations: Substitutions for Paper-and-Pencil | |
| Improving Paper-and-Pencil Assessments | |
| Assembling Tests | |
| Administering Tests | |
| Issues of Cheating Scoring | |
| Paper-and-Pencil Tests | |
| Analyzing Item Validity | |
| Discussing Test Results with Pupils | |
| Testing Pupils with Disabilities | |
| Performance Assessments | |
| Performance Assessments in Schools | |
| Developing Performance Assessments | |
| Anecdotal Records, Checklists, and Rating Scales | |
| Rubrics Portfolios Validity and Reliability of Performance Assessments | |
| Grading Rationale and Difficulties of Grading | |
| Grading as Judgement | |
| Four Types of Comparison for Grading | |
| Grading for Cooperative | |
| Learning and Pupils with Disabilities | |
| Deciding What to Grade | |
| Summarizing Varied Types of Assessment | |
| Two Approaches to Assigning Grades | |
| Other Methods of Reporting Pupil Progress | |
| Commercial Standardized Achievement Tests | |
| How Commercial Achievement Tests are Created | |
| Administering the Test | |
| Interpreting Scores | |
| Three Examples of Test Interpretation | |
| The Validity of Commercial Achievement Tests | |
| Reporting Results to Parents | |
| Classroom Assessment: Summing Up | |
| Standards for Teacher Competence in Educational Assessment of Students | |
| Taxonomy of Educational Objectives (Major Categories and Illustrative Objectives) | |
| Sample Individual Education Plan | |
| Statistical Applications for Classroom Assessment | |
| Glossary | |
| References | |
| Name Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
