Classroom Assessment

ISBN 13:
9780205333042
ISBN 10:
0205333044
Edition: 3rd
Format: Paperback
Copyright: 01/01/2002
Publisher: Allyn & Bacon
Newer Edition

Note: Not guaranteed to come with supplemental materials (access cards, study guides, lab manuals, CDs, etc.)

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Summary

Classroom Assessment: What Teachers Need to Knowis a brief, practical guide to assessment issues raised in classrooms. In a friendly, often humorous way, James Popham illustrates the relationship between classroom assessment and the daily instructional decisions a teacher must make. In addition to addressing more traditional issues such as validity and reliability, this book also provides coverage of alternative assessments.

To the Reader

Why Do Teachers Need to Know about Assessment?

(26)

Assessment versus Testing

(3)

Why Should Teachers Know about Assessment? Yesteryear's Answers

(5)

Why Should Teachers Know about Assessment? Today's Answers

(5)

Pressure from ``Higher Ups''

(4)

What Do Classroom Teachers Really Need to Know about Assessment?

(5)

But What Does This Have to Do with Teaching?

(2)

Parent Talk

(1)

A Three-Chapter Preview

(2)

Chapter Summary

(1)

Self-Check

(2)

Pondertime

(1)

Self-Check Key

(1)

Additional Stuff

(1)

Nonprint Stuff

(1)

Cyber Stuff

(1)

Reliability of Assessment

(20)

Stability Reliability

(3)

Quibbling over Quizzes

(2)

Alternate-Form Reliability

(1)

Internal Consistency Reliability

(2)

Three Coins in the Reliability Fountain

(2)

Parent Talk

(1)

The Standard Error of Measurement

(3)

But What Does This Have to Do with Teaching?

(1)

What Do Classroom Teachers Really Need to Know about Reliability?

(1)

Chapter Summary

(1)

Self-Check

(2)

Pondertime

(1)

Self-Check Key

(1)

Endnote

(1)

Additional Stuff

(1)

Cyber Stuff

(1)

Validity

(26)

A Quest for Defensible Inferences

(3)

Group-Influenced Grading

(1)

Validity Evidence

(2)

Content-Related Evidence of Validity

(7)

Criterion-Related Evidence of Validity

(3)

Parent Talk

(1)

Construct-Related Evidence of Validity

(3)

Sanctioned and Unsanctioned Forms of Validity Evidence

(1)

The Relationship between Reliability and Validity

(1)

What Do Classroom Teachers Really Need to Know about Validity?

(2)

But What Does This Have to Do with Teaching?

(1)

Chapter Summary

(1)

Self-Check

(3)

Pondertime

(1)

Self-Check Key

(1)

Additional Stuff

(1)

Cyber Stuff

(1)

Absence-of-Bias

(22)

The Nature of Assessment Bias

(4)

Choose Your Language, Children!

(1)

Disparate Impact and Assessment Bias

(1)

Judgmental Approaches

(3)

Empirical Approaches

(1)

Bias Detection in the Classroom

(3)

Parent Talk

(1)

Assessment Accommodations for Students Who Need Them

(2)

What Do Classroom Teachers Really Need to Know about Absence-of-Bias?

(2)

But What Does This Have to Do with Teaching?

(1)

Chapter Summary

(1)

Self-Check

(3)

Pondertime

(1)

Self-Check Key

(1)

Additional Stuff

(1)

Cyber Stuff

(1)

Deciding What to Assess and How to Assess It

(30)

What to Assess

(7)

On Demand Assessment

(3)

A Different Taxonomic Table

102

(6)

NAEP Frameworks

108

(2)

How to Assess It

110

(7)

Parent Talk

114

(2)

But What Does This Have to Do with Teaching?

116

(1)

What Do Classroom Teachers Really Need to Know about What to Assess and How to Assess It?

117

(1)

Chapter Summary

118

(1)

Self-Check

118

(3)

Pondertime

121

(1)

Self-Check Key

121

(1)

Endnote

122

(1)

Additional Stuff

122

(1)

Nonprint Stuff

123

(1)

Cyber Stuff

124

(1)

Selected-Response Tests

125

(26)

Ten (Divided by Two) Item-Writing Commandments

126

(3)

Binary-Choice Items

129

(3)

Multiple Binary-Choice Items

132

(2)

Multiple-Choice Items

134

(6)

Multiple-Guess Test Items?

137

(2)

Parent Talk

139

(1)

Matching Items

140

(3)

What Do Classroom Teachers Really Need to Know about Selected-Response Tests?

143

(2)

But What Does This Have to Do with Teaching?

144

(1)

Chapter Summary

145

(1)

Self-Check

145

(2)

Pondertime

147

(1)

Self-Check Key

148

(1)

Additional Stuff

149

(1)

Nonprint Stuff

149

(1)

Cyber Stuff

149

(2)

Constructed-Response Tests

151

(22)

Short-Answer Items

152

(3)

Essay Items: Development

155

(5)

Forests or Trees?

156

(4)

Essay Items: Scoring Students' Responses

160

(7)

Parent Talk

165

(2)

But What Does This Have to Do with Teaching?

167

(1)

What Do Classroom Teachers Really Need to Know about Constructed-Response Tests?

167

(1)

Chapter Summary

168

(1)

Self-Check

168

(3)

Pondertime

171

(1)

Self-Check Key

171

(1)

Additional Stuff

172

(1)

Nonprint Stuff

172

(1)

Cyber Stuff

172

(1)

Performance Assessment

173

(26)

What Is a Performance Test?

173

(3)

Why Performance Assessment?

176

(1)

Identifying Suitable Tasks for Performance Assessment

177

(5)

Grow, Plants, Grow!

178

(4)

Identifying Scoring Criteria

182

(2)

Two Illustrative Performance-Test Tasks and a Scoring System

184

(3)

Ratings and Observations

187

(4)

Sources of Error in Scoring Student Performances

191

(2)

But What Does This Have to Do with Teaching?

192

(1)

What Do Classroom Teachers Really Need to Know about Performance Assessment?

193

(1)

Parent Talk

194

(1)

Chapter Summary

194

(1)

Self-Check

195

(1)

Pondertime

195

(1)

Self-Check Key

196

(1)

Additional Stuff

196

(1)

Nonprint Stuff

197

(1)

Cyber Stuff

198

(1)

Portfolio Assessment

199

(18)

Classroom Portfolio Assessment versus Large-Scale Portfolio Assessment

199

(4)

Does Self-Evaluation Equal Self-Grading?

202

(1)

Key Ingredients in Classroom Portfolio Assessment

203

(6)

The Pros and Cons of Portfolio Assessment

209

(2)

But What Does This Have to Do with Teaching?

209

(2)

Parent Talk

211

(1)

What Do Classroom Teachers Really Need to Know about Portfolio Assessment?

211

(1)

Chapter Summary

212

(1)

Self-Check

213

(2)

Pondertime

215

(1)

Self-Check Key

215

(1)

Additional Stuff

216

(1)

Nonprint Stuff

216

(1)

Cyber Stuff

216

(1)

Affective Assessment

217

(20)

Why Assess Affect?

217

(3)

Where Went Wonder?

219

(1)

The Other Side of the Argument

220

(1)

Which Affective Variables Should Be Assessed?

221

(2)

How Should Affect Be Assessed in Classrooms?

223

(1)

Self-Report Assessment

224

(3)

A Set of Modifiable Affective Inventories

227

(3)

Parent Talk

229

(1)

What Kind of Inferences Are at Stake in Affective Assessment?

230

(1)

But What Does This Have to Do with Teaching?

231

(1)

What Do Classroom Teachers Really Need to Know about Affective Assessment?

231

(1)

Chapter Summary

232

(1)

Self-Check

233

(1)

Pondertime

234

(1)

Self-Check Key

235

(1)

Additional Stuff

235

(1)

Nonprint Stuff

236

(1)

Improving Teacher-Developed Assessments

237

(18)

Judgmentally Based Improvement Procedures

238

(4)

Empirically Based Improvement Procedures

242

(6)

Parent Talk

245

(1)

To Catch a Culprit: Teacher or Test

246

(2)

Item Analysis for Criterion-Referenced Measurement

248

(2)

But What Does This Have to Do with Teaching?

249

(1)

What Do Classroom Teachers Really Need to Know about Improving Their Assessments?

250

(1)

Chapter Summary

250

(1)

Self-Check

251

(2)

Pondertime

253

(1)

Self-Check Key

253

(1)

Additional Stuff

254

(1)

Nonprint Stuff

254

(1)

Instructionally Oriented Assessment

255

(28)

Instructional Decisions and Assessment Results

256

(6)

Planning Instruction to Achieve Assessment-Exemplified Objectives

262

(16)

At What Cost Boosting?

263

(13)

Parent Talk

276

(2)

What Do Classroom Teachers Really Need to Know about Instructionally Oriented Assessment?

278

(1)

But What Does This Have to Do with Teaching?

279

(1)

Chapter Summary

279

(1)

Self-Check

280

(1)

Pondertime

280

(1)

Self-Check Key

281

(1)

Additional Stuff

281

(1)

Nonprint Stuff

282

(1)

Cyber Stuff

282

(1)

Making Sense Out of Standardized Test Scores

283

(22)

Standardized Tests

284

(1)

Which Test to Believe

285

(1)

Group-Focused Test Interpretation

285

(2)

Individual Student Test Interpretation

287

(13)

But What Does This Have to Do with Teaching?

298

(1)

Parent Talk

299

(1)

What Do Classroom Teachers Really Need to Know about Interpreting Standardized Test Scores?

300

(1)

Chapter Summary

300

(1)

Self-Check

301

(1)

Pondertime

302

(1)

Self-Check Key

303

(1)

Additional Stuff

303

(1)

Nonprint Stuff

304

(1)

Cyber Stuff

304

(1)

Appropriate and Inappropriate Test-Preparation Practices

305

(16)

High-Stakes Assessment Arrives

305

(1)

Assessment Results as Inference Illuminators

306

(1)

Was It Really Wrong?

307

(1)

Two Evaluative Guidelines

307

(3)

Five Test-Preparation Practices

310

(1)

Applying the Two Guidelines

311

(2)

Parent Talk

312

(1)

What about ``Teaching to the Test''?

313

(3)

But What Does This Have to Do with Teaching?

315

(1)

What Do Classroom Teachers Really Need to Know about Test-Preparation Practices?

316

(1)

Chapter Summary

316

(1)

Self-Check

316

(2)

Pondertime

318

(1)

Self-Check Key

319

(1)

Additional Stuff

319

(1)

Nonprint Stuff

320

(1)

Cyber Stuff

320

(1)

Evaluating Teaching and Grading Students

321

(34)

Distinction Drawing

321

(1)

Evaluation of Teaching and the Use of Assessment Data

322

(2)

An Alternative Data-Gathering Design

324

(3)

What's in a Name?

327

(1)

A Standardized Test's Function

328

(1)

Differentiation as a Demigod

328

(2)

Measuring Temperature with a Tablespoon

330

(1)

Testing-Teaching Mismatches

330

(2)

A Tendency to Eliminate Important Test Items

332

(1)

Causality Confusion

332

(5)

What's a Teacher to Do?

337

(1)

Right Task, Wrong Tools

338

(1)

Assessment-Based Grading

338

(6)

Should Level-of-Effort Be Rewarded?

338

(6)

Hodgepodge Grading

344

(1)

Electronic Record Keeping

344

(4)

Parent Talk

345

(3)

But What Does This Have to Do with Teaching?

348

(1)

What Do Classroom Teachers Really Need to Know about Assessment-Based Evaluation of Teaching and Grading of Students?

348

(1)

Chapter Summary

349

(1)

Self-Check

350

(1)

Pondertime

351

(1)

Self-Check Key

352

(1)

Additional Stuff

352

(1)

Nonprint Stuff

353

(1)

Cyber Stuff

354

(1)

Appendix: Four Self-Report Affective Inventories: Description and Use

355

(8)

Glossary

363

(4)

Index

367

Classroom Assessment

9780205333042

0205333044

Summary

Table of Contents

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Classroom Assessment

9780205333042

0205333044

Summary

Table of Contents

Write a Review

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