Classroom assessment in action

Preface

Acknowledgments

A Note to the Reader: Theory to Practice

1. Orientation to Assessment

A Definition of Assessment

The Components of Assessment

Who Uses Classroom Assessment and Why?

Policy Makers' Use of Assessment: The No Child Left Behind Act

How You Will Incorporate Assessment in Instruction

Your Knowledge about Assessment

The Consequences of Poor Assessment Practices

Contemporary Classroom Assessment

Summary

2. Planning Assessments

Scores and Their Interpretation

Criterion-Referenced Assessments

Norm-Referenced Assessments

Making Plans for Assessments

Steps in Assessment and Reporting

Creating Blueprints for Specific Assessments

Test Blueprints

Assessment Modalities and the Role of Observation

Summary

3. Observation: Bases of Assessment

Making Observations

Direct Observation

Teachers as Observers

Components and Purposes of Observation

Making Observations

Summary

4. Formative Assessment: Using Assessment for Improving Instruction

Distinctions between Summative and Formative Assessment

Formal and Informal Formative Assessment

Interpretation of Feedback in Formative Assessment

Using Assessments as Evidence of Progress

The Dynamics of Formative Assessment

Feedback

Asking the Right Questions in Assessment

Implementing Formative Assessment

Designing Appropriate Formative Tests

Summary

5. Performance Assessment

Definitions

Performance Assessments

Behavioral Objectives Redux

Creating Rubrics

Advantages of Using Rubrics

Improving Consistency of Ratings

Portfolio Assessment

Summary

6. Developing Objective Tests

Considerations in Choosing a Test Format

True-False Tests

Multiple-Choice Tests

Fill-in-the-Blank (Completion) Tests

Matching Tests

The Challenge of Assessing Higher-Order Thinking

Summary

7. Developing Subjective Tests

Constructed-Response Tests

Short-Answer Questions

Essay Questions

Evaluating Essays

Summary

8. Selecting Standardized Tests

Objectives

Principles for Selecting Standardized Tests

Sources to Guide Selection of Standardized Tests

Buros Mental Measurements Yearbook and Tests in Print

The ETS Test Collection

ERIC

Standards for Educational and Psychological Testing

Standardized Tests and Classroom Assessments

Summary

9. Technology in Assessment

Technological Formats for Instruction: Emergence of Formative Assessment

Technology and Assessment

Some Available Testing Software

Measurement and Reports of Problem Solving

Expansion of Computer-Based Assessment Technology

Observations

Summary

Appendix: Resource List of Websites Pertaining to Assessment

10. Improving Tests

The Context of Test Improvement

Item Improvement

Testing for Mastery

Keep an Item Bank or Item Pool: Putting It All Together

Some General Guidelines for Improving Test Items

Summary

11. Domain-Specific Assessment and Learning

Perspectives on Subject-Matter Instruction and Assessment

Constructivism in Assessment

Assessment at Instructional Phases

Constructing and Using Questionnaires to Measure Dispositions, Metacognitions, and Affect

Summary

Helpful Readings

12. Grading

On the Nature of Learning in Public Schools

Technology Applied to Grading

Reporting Grades: The Report Card

Beyond Grades

Summary

13. Supplementary Assessments of Individual Differences

A Classroom Model Underlying Assessment

Using Measures of Individual Differences

Categories of Individual Differences

Culture as a Source of Individual Differences

Measuring by Use of Self-Reports: Assessment of Affect and Learner Motivations

Graphic Organizers of Course Content Achievement

Assessment Based on Multiple Intelligences

Self-Reports of Preferences: Assessment of Learning Styles

Response to Intervention (RTI): A System for Instruction-Based Assessment

Dynamic Assessment: Measuring Change and Potential for Learning

Integrating Assessments: The Case Study

Summary

14. High-Stakes Testing: Policy and Accountability

An Overview

Policy and Accountability

Assessment for Educational Policy and Accountability: The National Assessment of Educational Progress

Assessment in Policy for Accountability: The No Child Left Behind (NCLB) Legislation

Summary

15. Assessment and Best Practices

Purposes Served by Best Practices Studies

Teacher Preparation for Assessment Practices

Benchmarking as a Component of Best Practice Studies

Best Practices Research

Best Practices for Educational Improvement

Using Best Practices in Teacher Education

Summary

16. Test Bias, Fairness, and Testing Accommodations

Obtained Scores, True Scores, and Error

Student Characteristics and Normative Comparisons

Bias in the Construction of Assessments

Bias through Question Formats

Bias in the Administration of Assessments

Fairness

Testing Accommodations

Summary

Index

About the Authors