9780072997651

Assessment is an everyday, ongoing, integral part of teaching, not something separate from life in classrooms. Clasroom Assessment: Concepts and Applications focuses not only on testing, grading, and interpreting tests and performance, but also on the practical concerns of organizing a classroom at the start of school and planning and implementing instruction. This is the most teacher-friendly assessment textbook available; one that future teachers will keep in their professional libraries for years to come.

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

Preface
Chapter 1: 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
Chapter 2: Learning About Pupils: Early Assessment
Gathering Information about Pupils
Sources of Learning about Pupils
Forming Pupil Descriptions
Concerns about Ethics and Accuracy
Improving Early Assessments
Clues to Language Disabilities
Chapter 3: 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
Chapter 4: Other Sources of Educational Objectives and Assessments
Textbook Objectives and Assessments
Statewide Assessments
Implications of High-Stakes Testing
No Child Left Behind
Chapter 5: Assessment During Instruction
Assessment Task During Instruction
Validity and Reliability in Instructional Assessment
Improving Assessment During Instruction
Questioning
Accommodations During Instruction
Chapter 6: Official Assessments
Formative and Summative Assessments
The Logic of Formal Assessment
Planning an Official Assessment
Preparing Pupils for Official Assessments
Chapter 7: 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
Chapter 8: 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
Chapter 9: Performance Assessments
Performance Assessments in Schools
Developing Performance Assessments
Anecdotal Records, Checklists, and Rating Scales
Rubrics
Portfolios
Validity and Reliability of Performance Assessments
Chapter 10: 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
Chapter 11: 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
Appendix A: Standards for Teacher Competence in Educational Assessment of Students
Appendix B: Taxonomy of Educational Objectives (Major Categories and Illustrative Objectives)
Appendix C: Sample Individual Education Plan
Appendix D: Statistical Applications for Classroom Assessment
Glossary
References
Name Index
Subject Index

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Summary

Author Biography

Table of Contents

Chapter 1: 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

Chapter 2: Learning About Pupils: Early Assessment

Gathering Information about Pupils

Sources of Learning about Pupils

Forming Pupil Descriptions

Concerns about Ethics and Accuracy

Improving Early Assessments

Clues to Language Disabilities

Chapter 3: 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

Chapter 4: Other Sources of Educational Objectives and Assessments

Textbook Objectives and Assessments

Statewide Assessments

Implications of High-Stakes Testing

No Child Left Behind

Chapter 5: Assessment During Instruction

Assessment Task During Instruction

Validity and Reliability in Instructional Assessment

Improving Assessment During Instruction

Questioning

Accommodations During Instruction

Chapter 6: Official Assessments

Formative and Summative Assessments

The Logic of Formal Assessment

Planning an Official Assessment

Preparing Pupils for Official Assessments

Chapter 7: 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

Chapter 8: 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

Chapter 9: Performance Assessments

Performance Assessments in Schools

Developing Performance Assessments

Anecdotal Records, Checklists, and Rating Scales

Rubrics

Portfolios

Validity and Reliability of Performance Assessments

Chapter 10: 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

Chapter 11: Commercial Standardized Achievement Tests

How Commercial Achievement Tests are Created

Administering the Test

Interpreting Scores