9780135130575

Schools have undergone enormous change in the last ten years in response to the standards movement. New teachers will face the challenge of meeting state curriculum standards and new forms of assessment that derive in part from theNo Child Left Behindpolicy. As part of the "Pathways to Teaching Series",Assessment Throughout the Yearoffers a brief,practical, and accessible text for teachers who need help mastering the skills of standards-based assessment and collaborative planning for this new teaching environment. This book on classroom-based assessment can help teachers, especially those new to the classroom, to plan their instruction at the beginning of the school year based on the standards assessment data, find alternative forms of cumulative assessment to evaluate student achievement as described in the state or district standards, and to design teaching practices to meet the curriculum pacing and benchmark assessments of the school year. Learning objectives, chapter introductions, graphic organizers, and essential vocabulary at the beginning of each chapter prepare the reader for the content to follow. This text is intended to help teachers prepare for the assessment experiences they will encounter throughout the school year. In this climate of school reform, it can also reinforce conventional instruction in the principles of testing and measurement and provide new approaches to assessment practices.

Dr. Mark O’Shea is a Professor of Education at California State University — Monterey Bay. Following eleven years of secondary school teaching and curriculum leadership, Dr. O’Shea embarked on his career as a teacher educator. His research interests focus on the identification of the skills and knowledge teachers need to succeed in standards-based classrooms. He is also involved in school reform efforts across the nation, from California to Alabama. He is the author of From Standards to Success: A Guide for School Leaders published in 2005 by the Association for Supervision and Curriculum Development.

Classroom Teaching and Assessment: Then and Now	p. 1
Learner Objectives	p. 1
Graphic Organizer	p. 2
Assessment Vocabulary	p. 2
Introduction	p. 3
Six New Directions in Teaching, Learning, and Assessment	p. 7
An Overview of Assessment Purposes and Methods: Then and Now	p. 11
What Research Can Tell Us ... About Incorrect Learning	p. 16
Summary	p. 20
Exercises	p. 21
Resources and Suggested Readings	p. 22
References	p. 23
Endnotes	p. 25
Essential Principles of Assessment and Evaluation	p. 26
Learner Objectives	p. 26
Graphic Organizer	p. 27
Assessment Vocabulary	p. 27
Introduction	p. 28
An Experience in Contemporary Assessment	p. 28
Closing the Door on Biased and Oppressive Assessment Practices	p. 29
What Research Can Tell Us ... About Standardized Testing	p. 34
What Are the Qualities We Seek in Good Assessment Practices?	p. 35
How Do We Know If Our Assessments Are Measuring Student Learning Accurately? an Introduction to Reliability	p. 37
Increasing Reliability in Classroom Assessments	p. 39
A First Look at Validity	p. 40
Validity and State Curriculum Standards	p. 43
Enhancing Validity in Classroom-Based Tests	p. 45
Summary	p. 47
Exercises	p. 48
Resources and Suggested Reading	p. 49
References	p. 49
Endnotes	p. 51
The School Year Begins: Setting Instructional Goals and Objectives	p. 52
Learner Objectives	p. 52
Graphic Organizer	p. 53
Assessment Vocabulary	p. 53
Introduction	p. 53
Selecting Educational Goals and Objectives: Then and Now	p. 55
State Curriculum Standards Influence the Selection of Instructional Goals and Objectives	p. 58
How Do Teachers Meet Educational Goals and Objectives?	p. 59
Collaborative Development of Instructional Objectives	p. 62
Teaching to Standards-Based Instructional Objectives	p. 69
Instructional Objectives and Classroom Assessment	p. 70
Summary	p. 72
Exercises	p. 73
Resources and Suggested Readings	p. 77
References	p. 78
Endnote	p. 78
Assessment Before the Year Begins	p. 79
Learner Objectives	p. 79
Graphic Organizer	p. 80
Assessment Vocabulary	p. 80
Introduction	p. 82
Essential Purposes of Preinstructional Assessment	p. 83
What Research Can Tell Us ... About Teachers' Opinions of Motivating Factors for Adolescents	p. 84
Preinstructional Assessment: Then and Now	p. 84
Issues of Fairness in Preinstructional Assessment	p. 89
Preinstructional Assessment and State Standards Achievement	p. 93
An Introduction to Benchmark Assessment	p. 96
Preinstructional Assessment for Today's Diverse Classroom	p. 97
Summary	p. 99
Exercises	p. 100
Resources and Suggested Readings	p. 102
References	p. 103
Endnotes	p. 104
Formative Assessment: Guiding Their Learning Throughout the Year	p. 105
Learner Objectives	p. 105
Graphic Organizer	p. 106
Assessment Vocabulary	p. 106
Introduction	p. 107
Formative Assessment as the Year Begins: Then and Now	p. 108
Characteristics of Good Summative Assessment	p. 110
Formative Assessment in a Standards-Based Setting	p. 112
Formative Assessment through the Year: Methods and Procedures	p. 116
What Research Can Tell Us ... About Practice	p. 117
What Research Can Tell Us ... About Teachers' Questioning	p. 122
Progress Checking	p. 126
Assessing Affective Responses to Instruction	p. 129
Summary	p. 130
Exercises	p. 131
Resources and Suggested Readings	p. 132
References	p. 132
Endnotes	p. 133
Summative Assessment: Measuring Student Learning	p. 134
Learner Objectives	p. 134
Graphic Organizer	p. 135
Assessment Vocabulary	p. 135
Introduction	p. 136
Purposes of Summative Assessment	p. 137
Summative Assessment: Then and Now	p. 138
What Research Can Tell Us ... About Test Items and Test Bias	p. 143
Problems with Conventional Testing Practices	p. 144
Alternative Forms of Classroom-Based Summative Assessment	p. 145
Summative Assessment in Today's Classrooms	p. 148
Contemporary Summative Assessment Practices	p. 152
Summary	p. 157
Exercises	p. 158
Resources and Suggested Readings	p. 159
References	p. 160
Constructing and Using Assessments	p. 162
Learner Objectives	p. 162
Graphic Organizer	p. 163
Assessment Vocabulary	p. 163
Introduction	p. 164
Linking Instruction to Assessment	p. 165
Blueprints Are Tools for Instruction and Assessment	p. 165
What Research Can Tell Us ... About Advance Organizers	p. 167
Blueprints: Then and Now	p. 167
An Overview of Test Item Types	p. 172
Constructed Response Items	p. 186
Example	p. 186
Summary	p. 192
Exercises	p. 192
Resources and Suggested Readings	p. 193
References	p. 194
Endnote	p. 196
Using Assessment Results to Improve Learning	p. 197
Learner Objectives	p. 197
Graphic Organizer	p. 198
Assessment Vocabulary	p. 198
Introduction	p. 199
Essential Concepts for This Chapter	p. 200
Administering Assessments	p. 200
What Research Can Tell Us ... About Test Anxiety	p. 201
Scoring Student Responses to Test Items	p. 203
Grading the Test	p. 206
Grading Student Work in a Standards-Based System	p. 209
Improving Instruction through Analysis of Test Outcomes	p. 211
Evaluating Student Performances and Products	p. 212
Determining Final Marks for Report Cards	p. 218
Reporting Student Academic Achievement	p. 219
Summary	p. 220
Exercises	p. 220
Resources and Suggested Readings	p. 221
References	p. 222
Bibliography	p. 225
Appendix	p. 229
Index	p. 233
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Pathways to Teaching Series Assessment Throughout the Year

0135130573

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