Rent 9780131719255 | Educational Assessment of Students | Nitko, Anthony J.; Brookhart, Susan M. @knetbooks.com

Summary Table of Contents

From two of the best known authors in the field of classroom assessment comes a revision of one of the best assessment books. Features include hundreds of examples, directions for crafting both traditional and alternative assessments, checklists for evaluating classroom assessments, scores of strategies for assessing problem solving and critical thinking, methods for aligning classroom assessment with state standards and NCLB requirements. Reviewers have described the book as the best on the market for its completeness and balanced approach to ... MORE

The Bases for Assessment in the Classroom
Classroom Decision Making and Using Assessment	p. 1
About This Chapter	p. 2
Example of Assessments Used for an Educational Decision	p. 2
Teachers' Classroom Decisions	p. 3
Distinctions Among Assessments, Tests, Measurements, and Evaluations	p. 4
High-Stakes Assessment and Accountability	p. 8
Assessment and Education... MOREal Decisions About Students	p. 11
Acquiring the Competence to Assess Students	p. 14
Describing the Goals and Learning Targets of Instruction	p. 17
About This Chapter	p. 18
Importance of Specifying Objectives	p. 18
Educational Goals, State Standards, and Learning Targets	p. 19
Taxonomies of Learning Targets	p. 25
Cognitive Domain Taxonomies	p. 25
Choosing a Taxonomy	p. 31
Sources for Locating Learning Targets	p. 31
Evaluating the Learning Targets of a Course or Unit	p. 32
How to Write Specific Learning Targets	p. 32
Making Sure Assessment Tasks Are Aligned With Learning Targets	p. 33
Validity of Assessment Results	p. 37
About This Chapter	p. 38
General Nature of Validity	p. 38
Four Principles for Validation	p. 38
Validity of Teacher-Crafted Classroom Assessment Results	p. 40
Validity of Extraclassroom Assessments	p. 45
Categories of Validity Evidence	p. 48
Combining Evidence for Validity Judgments: An Argument-Based Approach	p. 60
Validity Issues When Accommodating Students With Disabilities	p. 61
Reliability of Assessment Results	p. 66
About This Chapter	p. 67
General Nature of Reliability	p. 67
Causes of Measurement Error or Inconsistency	p. 68
Types of Reliability Coefficients	p. 69
Obtained Scores, True Scores, and Error Scores	p. 75
Standard Error of Measurement	p. 76
Additional Factors Affecting Reliability and SEM	p. 78
Reliability of Mastery and Pass-Fail Decisions	p. 79
How to Improve Reliability	p. 81
Professional Responsibilities, Ethical Behavior, and Legal Requirements in Educational Assessments	p. 84
About This Chapter	p. 85
A Teacher's Professional Responsibilities in Assessment	p. 85
Students' Rights as Test Takers	p. 93
Students' Responsibilities	p. 93
Secrecy, Access, Privacy, Confidentiality, and the Teacher	p. 95
Legally Defensible Assessment Accommodation Policies	p. 96
Testing Challenged in Court	p. 98
Bias in Educational Assessment	p. 99
Possible Future Directions of Test Fairness	p. 102
Crafting and Using Classroom Assessments
Planning for Integrating Assessment and Instruction	p. 106
About This Chapter	p. 107
How Making Your Own Assessments Improves Your Teaching	p. 107
Are You Assessing for Formative or Summative Purposes?	p. 107
Assessment Planning for a Marking Period	p. 109
Assessment Planning for One Unit of Instruction	p. 110
Pretesting to Plan Your Teaching	p. 113
Crafting a Plan for One Summative Assessment	p. 114
Blueprints for Student-Centered Assessment	p. 116
Criteria for Improving the Validity of Assessment Plans	p. 116
What Range of Assessment Options Is Available?	p. 120
Validity of Different Classroom Assessment Options	p. 127
Completion, Short-Answer, and True-False Items	p. 132
About This Chapter	p. 133
Three Fundamental Principles for Crafting Assessments	p. 133
Short-Answer Items	p. 133
True-False Items	p. 138
Usefulness of True-False Items	p. 139
Multiple-Choice and Matching Exercises	p. 147
About This Chapter	p. 148
Multiple-Choice Item Format	p. 148
Considerations Before Crafting Items	p. 149
Advantages and Criticisms of Multiple-Choice Items	p. 151
When Not to Use Multiple-Choice Items	p. 152
Crafting Basic Multiple-Choice Items	p. 153
A Checklist for Evaluating Multiple-Choice Items	p. 165
Crafting Alternative Varieties of Multiple-Choice Items	p. 166
Greater-Less-Same Items	p. 167
Best-Answer Items	p. 168
Experiment-Interpretation Items	p. 170
Statement-and-Comment Items	p. 173
Matching Exercise Format	p. 174
Advantages and Criticisms of Matching Exercises	p. 175
Crafting Basic Matching Exercises	p. 176
Crafting Alternative Varieties of Matching Exercises	p. 178
Masterlist (Keylist) Items	p. 178
Tabular (Matrix) Items	p. 181
Essay Assessment Tasks	p. 188
About This Chapter	p. 189
Formats for Essay Items	p. 189
Usefulness of Essay Assessments	p. 191
Constructing Essays Assessing Subject-Matter Learning	p. 193
Optional Questions	p. 197
Constructing Prompts for Assessing Writing Achievement	p. 197
Scoring Essay Assessments	p. 201
Higher-Order Thinking, Problem Solving, and Critical Thinking	p. 207
About This Chapter	p. 208
Assessing Higher-Order Thinking	p. 208
Context-Dependent Item Sets	p. 208
Concepts and Concept Learning	p. 209
Assessing Concrete Concept Learning	p. 210
Assessing Concept Understanding at a Deeper Level	p. 211
Assessing Defined Concept Learning	p. 212
Assessing Whether Students' Thinking Uses Rules	p. 213
Assessing Comprehension of Rules and Principles	p. 214
Problem Solving	p. 215
Assessing Problem-Solving Skills	p. 217
Other Promising Approaches for Assessing Problem Solving	p. 221
Critical Thinking	p. 221
Assessing Dispositions Toward Critical Thinking	p. 222
Assessing Critical-Thinking Abilities	p. 222
Other Specific Higher-Order Skills and Abilities	p. 234
Enhanced Multiple-Choice Items	p. 238
Performance, Portfolio, and Authentic Assessments: An Overview	p. 243
About This Chapter	p. 244
What Is Performance Assessment?	p. 244
Types of Performance Assessments	p. 245
Authentic Assessments	p. 253
Advantages and Criticisms of Performance Assessments	p. 254
How Using Performance Assessment Can Improve Your Teaching	p. 256
Multiple Intelligences Perspective on Performance Assessments	p. 256
How to Craft Performance Tasks, Projects, Portfolios, Rating Scales, and Scoring Rubrics	p. 261
About This Chapter	p. 262
Stages in Crafting Performance Tasks and Rubrics	p. 262
Being Clear About the Performance to Assess	p. 262
Crafting Performance Tasks	p. 264
Crafting Rubrics, Checklists, and Rating Scales	p. 269
Types of Scoring Rubrics	p. 269
Crafting Scoring Rubrics: How to Do It	p. 273
Crafting Checklists	p. 276
Crafting Rating Scales	p. 277
Evaluating Scoring Rubrics and Rating Scales	p. 284
Crafting Projects	p. 285
Crafting Portfolios	p. 287
Electronic Portfolios	p. 292
Formative Evaluation Using Informal Diagnostic Assessments	p. 295
About This Chapter	p. 296
Diagnostic Assessment	p. 296
Integrating Teaching, Diagnosis, and Assessment	p. 297
Profiling Content Strengths and Weaknesses	p. 298
Identifying Prerequisite Deficits	p. 299
Identifying Objectives Not Mastered	p. 301
Identifying Students' Errors	p. 303
Identifying Student Knowledge Structures	p. 304
Identifying Competencies for Solving Word Problems	p. 306
Interviewing Students	p. 308
Preparing Your Students to Be Assessed and Using Students' Results to Improve Your Assessments	p. 311
About This Chapter	p. 312
Getting Students Ready	p. 312
Preparing Students for the Assessment	p. 312
Testwiseness	p. 314
Advice About Changing Answers	p. 315
Test Anxiety	p. 316
Putting the Assessment Together	p. 317
Assessment Format and Appearance	p. 317
Preparations for Scoring the Assessment	p. 319
Correction for Guessing	p. 319
Using Students' Responses to Improve Assessments	p. 320
Item Analysis for Classroom Assessments	p. 320
Item Difficulty Index	p. 326
Item Discrimination Index	p. 327
Improving Multiple-Choice Item Quality	p. 328
Selecting Test Items	p. 330
Using Computers for Test Assembly and Item Analyses	p. 331
Evaluating and Grading Student Progress	p. 335
About This Chapter	p. 336
The Meanings and Purposes of Grades	p. 336
What Are Your Attitudes Toward Marks and Grades?	p. 336
Continuous Assessment and Grading	p. 336
How People Perceive and Use Grades	p. 338
Criticisms of Grades and Marks	p. 340
Report Cards and Other Official Reports of Student Progress	p. 341
Student Progress Reporting Methods	p. 341
Crafting a Multiple Reporting System	p. 346
Choosing a Grading Model	p. 348
Overview of Section III	p. 348
Basic Concepts of Grading Frameworks for Classroom Evaluation	p. 348
Choosing Your Grading Model	p. 352
Sensible Grading Practices	p. 353
Types of Performance to Assess	p. 354
Consistent Grading Throughout the Marking Period	p. 355
Components of a Grade	p. 356
Grade Boundaries	p. 357
Failure Grades	p. 357
Techniques for Setting Grade Boundaries and Combining Scores	p. 359
Assigning Norm-Referenced Letter Grades	p. 359
Assigning Criterion-Referenced Letter Grades	p. 363
Gradebook Computer Programs	p. 367
Interpreting and Using Standardized Tests
Standardized Achievement Tests	p. 371
About This Chapter	p. 372
Types of Tests	p. 372
Standardized Survey Batteries	p. 372
State-Mandated Tests and Customized Tests	p. 379
Nonstandardized Achievement Tests	p. 380
Appropriate Uses of Standardized Test Results	p. 381
Inappropriate Uses of Standardized Test Results	p. 382
Multilevel Survey Batteries	p. 384
Choosing Standardized Tests	p. 384
Complementing Your State Assessment	p. 385
How to Administer Standardized Tests	p. 386
Ethical and Unethical Student Practice for Standardized Tests	p. 387
Interpreting Norm-Referenced Scores	p. 391
About This Chapter	p. 392
Three Referencing Frameworks	p. 392
Using Norms	p. 394
Types of Norm Groups	p. 394
Overview of Norm-Referenced Scores	p. 397
Percentile Ranks	p. 397
Linear Standard Scores	p. 399
Normal Distributions	p. 401
Normalized Standard Scores	p. 404
Developmental and Educational Growth Scales	p. 407
Extended Normalized Standard Score Scales	p. 407
Grade-Equivalent Scores	p. 408
Comparison of Various Norm-Referenced Scores	p. 415
General Guidelines for Score Interpretation	p. 416
Interpreting Scores to Parents	p. 417
Finding and Evaluating Published Assessments	p. 420
About This Chapter	p. 421
Locating a Published Test	p. 421
Locating Evaluations of Published Tests	p. 424
Locating Computerized Testing Materials	p. 426
Locating Unpublished Test Materials	p. 426
Restrictions on Purchasing and Using Tests	p. 427
Evaluating and Selecting a Test	p. 428
How a Standardized Test Is Developed	p. 431
Scholastic Aptitude, Career Interests, Attitudes, and Personality Tests	p. 434
About This Chapter	p. 435
Aptitudes for Learning	p. 435
Group Tests of Scholastic Aptitudes	p. 437
Group Tests of Specific Aptitudes	p. 441
Individually Administered Tests of General Scholastic Aptitudes	p. 444
Assessing Adaptive Behavior	p. 447
Assessing Vocational and Career Interests	p. 448
Assessing Attitudes	p. 451
Assessing Personality Dimensions	p. 451
Appendixes
Standards for Teacher Competence in Educational Assessment of Students	p. 455
Code of Fair Testing Practices in Education (Revised)	p. 458
Code of Professional Responsibilities in Educational Measurement	p. 461
Summaries of Taxonomies of Educational Objectives: Cognitive, Affective, and Psychomotor Domains	p. 465
Categories of Learning Targets Derived from the Dimensions of Learning Model	p. 472
Assessment of Metacognition	p. 474
Examples of Alternative Blueprints for a Summative Unit Assessment	p. 476
Scoring Guide for Oregon's Writing Assessment	p. 479
Basic Statistical Concepts	p. 486
Computational Procedures for Various Reliability Coefficients	p. 498
A Limited List of Published Tests	p. 503
List of Test Publishers and Their Websites	p. 505
Glossary	p. 507
References	p. 525
Name Index	p. 537
Subject Index	p. 540
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