Classroom Assessment : What Teachers Need to Know

by Popham, W. James

Edition:

2nd

ISBN13:

9780205276929

ISBN10:

020527692X

Format:

Paperback

Pub. Date:

7/1/1998

Publisher(s):

Allyn & Bacon, Inc.

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Summary

Serves as a brief, practical guide to the topic of assessment. Offers strong coverage of both traditional and alternative assessments. Contains new chapter (12) on linking assessment to instruction. Includes new Parent Talk sections in each chapter. Written in a humorous, engaging style.

To the Reader

1 Why Do Teachers Need to Know about Assessment?

(22)

Assessment versus Testing

(2)

Why Should Teachers Know about Assessment? Yesteryear's Answers

(4)

Why Should Teachers Know about Assessment? Today's Answers

(5)

What Do Classroom Teachers Really Need to Know about Assessment?

(3)

A Three-Chapter Preview

(2)

Chapter Summary

(5)

2 Reliability of Assessment

(18)

Stability

(3)

Alternate-Form Reliability

(2)

Internal Consistency Reliability

(2)

Three Coins in the Reliability Fountain

(1)

The Standard Error of Measurement

(3)

What Do Classroom Teachers Really Need to Know about Reliability?

(1)

Chapter Summary

(6)

3 Validity

(26)

A Quest for Defensible Inferences

(3)

Validity Evidence

(3)

Content-Related Evidence of Validity

(6)

Criterion-Related Evidence of Validity

(3)

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?

(1)

Chapter Summary

(6)

4 Absence-of-Bias

(18)

The Nature of Assessment Bias

(4)

Disparate Impact and Assessment Bias

(1)

Judgmental Approaches

(3)

Empirical Approaches

(1)

Bias Detection in the Classroom

(3)

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

(1)

Chapter Summary

(6)

5 Deciding What to Assess and How to Assess It

(26)

What to Assess

(13)

How to Assess It

(6)

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

104

(1)

Chapter Summary

105

(6)

6 Selected-Response Tests

111

(24)

Ten (Divided by Two) Item-Writing Commandments

112

(3)

Binary-Choice Items

115

(3)

Multiple Binary-Choice Items

118

(2)

Multiple-Choice Items

120

(6)

Matching Items

126

(3)

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

129

(1)

Chapter Summary

130

(5)

7 Constructed-Response Tests

135

(22)

Short-Answer Items

136

(3)

Essay Items: Development

139

(5)

Essay Items: Scoring Students' Responses

144

(7)

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

151

(1)

Chapter Summary

151

(6)

8 Performance Assessment

157

(24)

What Is a Performance Test?

157

(3)

Why Performance Assessment?

160

(1)

Identifying Suitable Tasks for Performance Assessment

161

(5)

Identifying Scoring Criteria

166

(2)

Two Illustrative Performance-Test Tasks and a Scoring System

168

(3)

Ratings and Observations

171

(4)

Sources of Error in Scoring Student Performances

175

(2)

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

177

(1)

Chapter Summary

177

(4)

9 Portfolio Assessment

181

(18)

Classroom Portfolio Assessment versus Large-Scale Portfolio Assessment

181

(4)

Key Ingredients in Classroom Portfolio Assessment

185

(6)

The Pros and Cons of Portfolio Assessment

191

(2)

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

193

(1)

Chapter Summary

194

(5)

10 Affective Assessment

199

(18)

Why Assess Affect?

199

(3)

The Other Side of the Argument

202

(1)

Which Affective Variables Should Be Assessed?

203

(2)

How Should Affect Be Assessed in Classrooms?

205

(6)

What Kind of Inferences Are at Stake in Affective Assessment?

211

(1)

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

212

(1)

Chapter Summary

212

(5)

11 Improving Teacher-Developed Assessments

217

(18)

Judgmentally Based Improvement Procedures

218

(4)

Empirically Based Improvement Procedures

222

(8)

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

230

(1)

Chapter Summary

230

(5)

12 Instructionally Oriented Assessment

235

(28)

Instructional Decisions and Assessment Results

236

(6)

Planning Instruction to Achieve Assessment-Operationalized Objectives

242

(16)

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

258

(1)

Chapter Summary

259

(4)

13 Making Sense Out of Standardized Test Scores

263

(20)

Standardized Tests

264

(1)

Group-Focused Test Interpretation

265

(2)

Individual Student Test Interpretation

267

(11)

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

278

(1)

Chapter Summary

279

(4)

14 Appropriate and Inappropriate Test-Preparation Practices

283

(14)

High-Stakes Assessment Arrives

283

(2)

Assessment Results as Inference Illuminators

285

(1)

Two Evaluative Standards

286

(3)

Five Test-Preparation Practices

289

(1)

Applying the Two Standards

290

(2)

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

292

(1)

Chapter Summary

292

(5)

15 Evaluating Teaching and Grading Students

297

(25)

Distinction Drawing

297

(1)

Evaluation of Teaching and the Use of Assessment Data

298

(4)

Assessment-Based Grading

302

(9)

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

311

(1)

Chapter Summary

311

(4)

Appendix: Standardized Test Scores: Do They Really Show How Good Schools Are?

315

(7)

Index

322

Classroom Assessment : What Teachers Need to Know

9780205276929

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Table of Contents