Rent 9780205297511 | Classroom Assessment : Principles and Practice for Effective Instruction

Summary Table of Contents

Classroom Assessmentembodies the notion that student evaluation is an integral part of teaching, not something merely done after instruction to measure what students have learned. The second edition is designed to provide prospective and practicing teachers with: (1) a concise presentation of principles that clearly and specifically relate assessment to instruction and to high-stakes accountability systems; (2) current research and new directions in the field of assessment; and (3) practical and realistic examples and suggestions. The book's emphasis is on helping teachers understand the importance of establishing credible performance standards, communicating these standards to students, and providing feedback to students on their progress.

Preface

xiii

The Role of Assessment in Teaching

(22)

Integrating Instruction and Assessment

(7)

... MORE

The Realities of Teaching

(3)

Instructional Decision Making and Assessment

(4)

What Is Classroom Assessment?

(3)

Purpose

(1)

Measurement

(1)

Evaluation

(1)

Use

(1)

Diagnosis

(1)

Grading

(1)

Instruction

(1)

Research on Learning, Motivation, and Instruction: Implications for Assessment

(2)

Recent Trends in Classroom Assessment

(3)

Teachers' Classroom Assessment and Grading Practices Decision Making

(1)

Assessment Standards for Teachers

(1)

Summary

(1)

What's Coming

(1)

Self-Instructional Review Exercises

(1)

Answers to Self-Instructional Review Exercises

(1)

Suggestions for Action Research

(1)

Establishing Learning Targets

(28)

What Are Learning Targets?

(15)

Educational Goals

(1)

Objectives

(3)

Standards-Based Education

(4)

Criteria

(4)

Expectations

(1)

Learning Targets

(2)

Types of Learning Targets

(2)

Knowledge and Simple Understanding Learning Targets

(1)

Deep Understanding and Reasoning Learning Targets

(1)

Skill Learning Targets

(1)

Product Learning Targets

(1)

Affective Learning Targets

(1)

Sources of Learning Targets

(6)

Bloom's Taxonomy of Objectives

(1)

Professional Preparation

(1)

Textbooks

(1)

Existing Lists of Objectives

(1)

National and State Standards

(2)

Criteria for Selecting Learning Targets

(1)

Summary

(1)

Self-Instructional Review Exercises

(1)

Answers to Self-Instructional Review Exercises

(1)

Suggestions for Action Research

(1)

Establishing High-Quality Classroom Assessments

(29)

What Is High-Quality Classroom Assessment?

(1)

Clear and Appropriate Learning Targets

(1)

Appropriateness of Assessment Methods

(6)

Types of Assessment Methods

(2)

Matching Targets with Methods

(1)

Knowledge and Simple Understanding

(1)

Deep Understanding and Reasoning

(1)

Skills

(1)

Products

(1)

Affect

(1)

Validity

(6)

What Is a Valid Assessment?

(1)

How Is Validity Determined?

(1)

Content-Related Evidence

(2)

Criterion-Related Evidence

(1)

Construct-Related Evidence

(2)

Reliability

(3)

Fairness

(4)

Student Knowledge of Learning Targets and Assessments

(1)

Opportunity to Learn

(1)

Prerequisite Knowledge and Skills

(1)

Avoiding Stereotypes

(1)

Avoiding Bias in Assessment Tasks and Procedures

(2)

Accomodating Special Needs

(1)

Positive Consequences

(1)

Positive Consequences on Students

(1)

Positive Consequences on Teachers

(1)

Practicality and Efficiency

(2)

Teacher Familiarity with the Method

(1)

Time Required

(1)

Complexity of Administration

(1)

Ease of Scoring

(1)

Ease of Interpretation

(1)

Cost

(1)

Summary

(1)

Self-Instructional Review Exercises

(2)

Answers to Self-Instructional Review Exercises

(1)

Suggestions for Action Research

(2)

Assessment before Instruction

(22)

Before School Begins: What Do You Know about Your Students?

(9)

School Records

(3)

Standardized Tests

(1)

Norm-Referenced Achievement Test Batteries

(2)

Criterion (Standards)-Referenced Achievement Tests

(1)

Aptitude Tests

(1)

Readiness Tests

(1)

State and District Achievement Tests

(1)

Uses of Standardized, State, and District Tests

(1)

Information Cards

(1)

After the First Week: Now What Do You Know about Your Students?

(4)

Informal Observation

(2)

Structured Exercises

(1)

Pretests

(1)

Teacher Expectations

(2)

High-Quality Preinstructional Assessment

(3)

Clear and Appropriate Learning Targets

(1)

Appropriateness of Assessment Methods

(1)

Validity

(1)

Reliability

(1)

Fairness

(1)

Positive Consequences

(1)

Practicality and Efficiency

(1)

Summary

(1)

Self-Instructional Review Exercises

(1)

Answers to Self-Instructional Review Exercises

100

(1)

Suggestions for Action Research

100

(2)

Assessing Student Progress during Instruction

102

(28)

Formative and Summative Assessment

104

(1)

Informal Observation

105

(8)

Assessing Nonverbal Behavior

105

(1)

Facial Expressions

106

(2)

Body Language

108

(1)

Assessing Voice-Related Cues

109

(3)

Sources of Error in Informal Observation

112

(1)

Using Questions to Assess Student Progress

113

(7)

Purposes of Questioning

114

(1)

Characteristics of Effective Questioning to Assess Student Progress

115

(5)

Providing Feedback and Praise

120

(5)

Characteristics of Effective Feedback

120

(3)

Characteristics of Effective Praise

123

(2)

Summary

125

(1)

Self-Instructional Review Exercises

125

(2)

Answers to Self-Instructional Review Exercises

127

(1)

Suggestions for Action Research

128

(2)

Assessing Knowledge and Simple Understanding: Completion, Short-Answer, and Selected-Response Items

130

(34)

Preparing for Summative Assessment

131

(5)

Representative Sampling

132

(1)

Length and Number of Assessments

132

(1)

Use of Assessments Provided by Textbook Publishers

133

(1)

Preparing Students for Summative Assessments

134

(1)

Scheduling the Summative Assessment

135

(1)

When Summative Assessments Should Be Constructed

135

(1)

Types of Knowledge and Understanding Targets

136

(3)

Knowledge Representation

136

(1)

Declarative Knowledge and Understanding

136

(2)

Procedural Knowledge and Understanding

138

(1)

Assessing Recall Knowledge

139

(13)

Completion and Short-Answer Items

139

(1)

Completion Items

139

(3)

Short-Answer Items

142

(2)

Matching Items

144

(2)

True/False and Other Binary-Choice Items

146

(3)

Multiple-Choice Items

149

(3)

Assessing Simple Understanding: Comprehension and Application

152

(4)

Assessing Comprehension

152

(2)

Assessing Application

154

(2)

Putting Tests Together

156

(3)

Preparing Test Directions

157

(1)

Arranging Items

157

(1)

Physical Layout of the Test

157

(2)

Summary

159

(1)

Self-Instructional Review Exercises

160

(1)

Answers to Self-Instructional Review Exercises

161

(2)

Suggestions for Action Research

163

(1)

Assessing Deep Understanding and Reasoning: Selected-Response, Short-Answer, and Essay Items

164

(31)

What Are Reasoning Skills?

165

(9)

Bloom's Taxonomy of the Cognitive Domain

166

(1)

Ennis's Taxonomy of Critical Thinking Dispositions and Abilities

167

(1)

Quellmalz and Hoskyn's Framework for Reasoning Strategies

167

(2)

Marzano's Dimensions of Learning

169

(5)

Assessing Reasoning and Deep Understanding

174

(16)

Short-Answer and Selected-Response Items

175

(1)

Short Answer

175

(1)

Binary Choice

175

(1)

Multiple Choice

175

(3)

Interpretive Exercises

178

(6)

Essay Items

184

(1)

Advantages and Disadvantages

184

(1)

Constructing Essay Items

185

(3)

Scoring Essays

188

(2)

Summary

190

(1)

Self-Instructional Review Exercises

191

(2)

Answers to Self-Instructional Review Exercises

193

(1)

Suggestions for Action Research

193

(2)

Assessing Deep Understanding, Reasoning, and Skills: Performance-Based Assessments

195

(38)

What Is Performance-Based Assessment?

196

(1)

Strengths and Limitations of Performance-Based Assessments

197

(2)

Learning Targets for Performance-Based Assessments

199

(6)

Skills

200

(1)

Communication and Presentation Skills

200

(2)

Psychomotor Skills

202

(1)

Products

203

(2)

Constructing Performance-Based Tasks

205

(11)

Restricted- and Extended-Type Performance-Based Tasks

206

(2)

Performance-Based Task Descriptions and Contexts

208

(1)

Performance-Based Task Question or Prompt

209

(7)

Scoring Criteria, Rubrics, and Procedures

216

(12)

Performance Criteria

216

(1)

Rating Scales

217

(4)

Rubrics

221

(2)

Developing Rubrics

223

(5)

Summary

228

(1)

Self-Instructional Review Exercises

229

(1)

Answers to Self-Instructional Review Exercises

230

(1)

Suggestions for Action Research

231

(2)

Using Portfolios to Assess Understanding, Reasoning, Skills, and Products

233

(27)

What Are Portfolios?

234

(4)

Advantages

236

(1)

Disadvantages

237

(1)

Planning for Portfolio Assessment

238

(5)

Purpose

239

(1)

Learning Targets

239

(1)

Uses

240

(1)

Identify Physical Structure

241

(1)

Determine Sources of Content

241

(2)

Determine Student Self-Reflective Guidelines and Scoring Criteria

243

(1)

Implementing Portfolio Assessment

243

(12)

Review with Students

243

(1)

Supplying Portfolio Content

244

(2)

Student Self-Evaluations

246

(3)

Teacher Evaluation

249

(1)

Checklists of Contents

249

(1)

Portfolio Structure Evaluation

249

(3)

Evaluations of Individual Entries

252

(1)

Evaluation of Entire Contents

252

(3)

Student-Teacher Conferences

255

(1)

Summary

255

(1)

Self-Instructional Review Exercises

256

(2)

Answers to Self-Instructional Review Exercises

258

(1)

Suggestions for Action Research

258

(2)

Assessing Affective Traits and Learning Targets

260

(35)

Are Affective Targets Important?

260

(2)

What Are Affective Traits and Learning Targets?

262

(9)

Attitude Targets

262

(3)

Value Targets

265

(1)

Motivation Targets

266

(1)

Academic Self-Concept Targets

266

(1)

Social Relationship Targets

267

(2)

Classroom Environment Targets

269

(1)

Affective Domain of the Taxonomy of Educational Objectives

270

(1)

Methods of Assessing Affective Targets

271

(20)

Teacher Observation

272

(1)

Unstructured Observation

273

(1)

Structured Observation

273

(3)

Student Self-Report

276

(1)

Student Interview

276

(2)

Questionnaires and Surveys

278

(1)

Constructed-Response Formats

279

(1)

Selected-Response Formats

280

(5)

Constructing Self-Report Items

285

(1)

Peer Ratings

286

(1)

Guess-Who Approach

286

(1)

Sociometric Approach

286

(2)

Which Method or Combination of Methods Should I Use?

288

(2)

Ensuring Anonymity

290

(1)

Summary

291

(2)

Self-Instructional Review Exercises

293

(1)

Answers to Self-Instructional Review Exercises

294

(1)

Suggestions for Action Research

294

(1)

Assessing Mainstreamed Students

295

(23)

Legal Mandates

295

(2)

Assessing Students for Identification

297

(5)

Steps before Identification

298

(1)

Identification

299

(1)

Mental Retardation

299

(1)

Sensory Impairment

300

(1)

Physical Impairment

300

(1)

Learning Disability

300

(1)

Emotional Disturbance

300

(2)

Assessment Problems Encountered by Students with Disabilities

302

(4)

Comprehension Difficulties

303

(1)

Auditory Difficulties

303

(1)

Visual Difficulties

304

(1)

Time Constraint Difficulties

305

(1)

Anxiety

305

(1)

Embarrassment

305

(1)

Variability of Behavior

305

(1)

Assessment Accommodations

306

(5)

Adaptations in Test Directions and Construction

306

(1)

Short-Answer and Essay Items

307

(1)

Multiple-Choice Items

308

(1)

Binary-Choice Items

308

(1)

Completion Items

308

(1)

Performance-Based Assessments

308

(1)

Portfolios

308

(1)

Adaptations in Test Administration

309

(2)

Adaptations in Testing Site

311

(1)

Grading and Reporting Accommodations

311

(3)

Grading Accommodations

311

(1)

IEP Grading

311

(1)

Shared Grading

312

(1)

Contracting

312

(1)

Reporting Accommodations

313

(1)

Summary

314

(1)

Self-Instructional Review Exercises

315

(1)

Answers to Self-Instructional Review Exercises

316

(1)

Suggestions for Action Research

317

(1)

Using Assessment for Grading and Reporting

318

(33)

Teachers' Judgments

318

(3)

Functions of Marking, Grading, and Reporting

321

(13)

Functions of Marking and Grading in the Classroom

322

(1)

Level of Detail Communicated

322

(1)

Factors Other Than Performance

322

(3)

Basis of Comparison

325

(4)

Approaches to Marking and Grading

329

(1)

Letter Grades

329

(1)

Percentage Correct

330

(2)

Pass-Fail

332

(1)

Checklists

332

(1)

Written Descriptions

333

(1)

Functions of Grading and Reporting Outside the Classroom

333

(1)

Determining Report Card Grades

334

(11)

Select What to Include in the Final Grade

334

(2)

Select Weights for Each Assessment

336

(1)

Combining Different Scores and Grades

337

(1)

Eyeball Method

337

(1)

Percent Correct Method

338

(3)

Total Points Method

341

(1)

Combining Relative Scores and Grades

342

(1)

Suggestions for Fair Grading

343

(2)

Reporting Student Progress to Parents

345

(2)

Written Information

345

(1)

Parent-Teacher Conferences

346

(1)

Summary

347

(1)

Self-Instructional Review Exercises

348

(1)

Answers to Self-Instructional Review Exercises

349

(1)

Suggestions for Action Research

350

(1)

Administering and Interpreting Standardized Tests

351

(32)

Fundamental Descriptive Statistics

352

(9)

Frequency Distributions

352

(1)

Measures of Central Tendency

352

(3)

Measures of Variability

355

(3)

Measures of Relationship

358

(1)

Scatterplot

358

(1)

Correlation Coefficient

359

(2)

Types of Derived Standardized Test Scores

361

(5)

Standard Scores

361

(1)

Z-Score

362

(1)

T-Score

362

(1)

Normal Curve Equivalent

362

(1)

Stanines

363

(1)

Developmental Standard Score

364

(1)

Deviation IQ and Standard Age Scores

364

(1)

Other Standard Scores

364

(1)

Grade Equivalent Scores

364

(2)

Interpreting Standardized Tests

366

(6)

Standard Error of Measurement

366

(1)

Interpretation of Norm-Referenced Standardized Tests

367

(1)

Types of Standardized Test Norms

367

(1)

Using Test Norms

368

(2)

Criterion (Standards)-Referenced Interpretations

370

(2)

Understanding Standardized Test Score Reports

372

(3)

Interpreting Test Reports for Parents

375

(2)

Preparing Students to Take Standardized Tests

377

(1)

Administering Standardized Tests

378

(1)

Summary

379

(1)

Self-Instructional Review Exercises

380

(1)

Answers to Self-Instructional Review Exercises

381

(1)

Suggestions for Action Research

382

(1)

References

383

(4)

Appendix A National Content Standards Projects

387

(2)

Appendix B The Scope of a Teacher's Professional Role and Responsibilities for Student Assessment

389

(3)

Appendix C Software Packages for Grading and Item Banking

392

(2)

Appendix D Glossary

394

(4)

Index

398

RENT TEXTBOOKS

Classroom Assessment : Principles and Practice for Effective Instruction

Why Rent from Knetbooks?

Top 5 reasons to order all your textbooks from Knetbooks:

Related Products