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This outstanding volume introduces prospective teachers to all of the elements of assessment that are essential to good instruction.Through direct, clear writing and a presentation that assumes no previous knowledge of measurement or statistics, this book provides readers with an understanding of the role of assessment in the instructional process. With step-by-step instruction, the book helps readers learn how to construct effective test questions that are aligned with learning objectives. It also helps them evaluate published tests and properly interpret the scores of standardized tests.Appropriate for courses in classroom measurement and classroom assessment.
Table of Contents
|The Measurement and Assessment Process|
|Educational Testing and Assessment: Context, Issues, and Trends|
|Educational Assessment: Barometer and Lever of Reform|
|Five Decades of Test-Based Educational Reform|
|Technological Advances in Testing and Assessment|
|Public Concern About Testing and Assessment|
|The Role of Measurement and Assessment in Teaching|
|Instructional Decisions Requiring Assessment Data|
|Assessment, Test, and Measurement|
|General Principles of Assessment|
|Assessment and the Instructional Process|
|Types of Assessment Procedures|
|Summary of Assessment Categories|
|Instructional Goals and Objectives: Foundation for Assessment|
|Instructional Objectives as Learning Outcomes|
|From Overly Specific Objectives to the Thinking Curriculum|
|Method of Stating Instructional Objectives|
|Nature of Validity|
|Major Considerations in Assessment Validation|
|Consideration of Consequences|
|Factors Influencing Validity|
|Reliability and Other Desired Characteristics|
|Nature of Reliability|
|Determining Reliability by Correlation Methods|
|Standard Error of Measurement|
|Factors Influencing Reliability Measures|
|Reliability of Assessments Evaluated in Terms of a Fixed Performance Standard|
|Classroom Tests and Assessments|
|Planning Classroom Tests and Assessments|
|The Purpose of Classroom Testing and Assessment|
|Developing Specifications for Tests and Assessments|
|Selecting Appropriate Types of Items and Assessment Tasks|
|Considerations in Preparing Relevant Test Items and Assessment Tasks|
|Constructing Objective Test Items: Simple Forms|
|True-False or Alternative-Response Items|
|Constructing Objective Test Items: Multiple-Choice Forms|
|Characteristics of Multiple-Choice Items|
|Uses of Multiple-Choice Items|
|Advantages and Limitations of Multiple-Choice Items|
|Suggestions for Constructing Multiple-Choice Items|
|Measuring Complex Achievement: The Interpretive Exercise|
|Nature of the Interpretive Exercise|
|Forms and Uses of the Interpretive Exercise|
|Advantages and Limitations of Interpretive Exercises|
|Suggestions for Constructing Interpretive Exercises|
|Measuring Complex Achievement: Essay Questions|
|Forms and Uses of Essay Questions|
|Summary Comparison of Learning Outcomes Measured|
|Advantages and Limitations of Essay Questions|
|Suggestions for Constructing Essay Questions|
|Suggestions for Scoring Essay Questions|
|Measuring Complex Achievement: Performance-Based Assessments|
|Types of Performance-Based Assessment|
|Advantages and Limitations of Performance Assessments|
|Suggestions for Constructing Performance Tasks|
|Scoring Rubrics and Rating Scales|
|Student Participation in Rating|
|What Qualifies as a Portfolio of Student Work?|
|Potential Strengths and Weaknesses of Portfolios|
|Purpose of Portfolios|
|Guidelines for Portfolio Entries|
|Guidelines and Students' Role in Selection of Portfolio Entries and Self-Evaluation|
|Using Portfolios in Instruction and Communication|
|Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report|
|Student Judgments and Reports|
|Table of Contents provided by Publisher. All Rights Reserved.|