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Table of Contents
|Introduction to Educational Assessment|
|The Language of Assessment|
|Tests, Measurement, & Assessment|
|Types of Tests|
|Types of Scores Interpretations|
|Assumptions of Educational Assessment|
|Psychological and educational constructs exist|
|Psychological and educational constructs can be measured|
|While we can measure constructs, our measurement is not perfect|
|There are different ways to measure any given construct|
|All assessment procedures have strengths and limitations|
|Multiple sources of information should be part of the assessment process|
|Performance on tests can be generalized to non-test behaviors|
|Assessment can provide information that helps educators make better educational decisions|
|Assessments can be conducted in a fair manner|
|Testing and assessment can benefit our educational institutions and society as a whole|
|Participants in the Assessment Process|
|People who develop tests|
|People who use tests|
|People who take tests|
|Other people involved in the assessment process|
|Common Application of Educational Assessments|
|Selection, Placement, and Classification Decisions|
|Counseling and Guidance Decisions|
|What Teachers Need to Know About Assessment|
|Teachers should be proficient in selecting professionally developed assessment procedures that are appropriate for making instructional decisions|
|Teachers should be proficient in developing assessment procedures that areappropriate for making instructional decisions|
|Teachers should be proficient in administering, scoring, and interpretingprofessionally developed and teacher-made assessment procedures|
|Teachers should be proficient in using assessment results when makingeducational decisions|
|Teachers should be proficient in developing valid grading procedures thatincorporate assessment information|
|Teachers should be proficient in communicating assessment results|
|Teachers should be proficient in recognizing unethical, illegal, and otherinappropriate uses of assessment procedures or information|
|Educational Assessment in the 21st Century|
|Computerized Adaptive Testing (CAT) and Other Technological Advances|
|Educational Accountability and High-Stakes Assessment|
|Trends in the Assessment of Students with Disabilities|
|Table of Contents provided by Publisher. All Rights Reserved.|