Classroom Assessment with PowerWeb Bind-In Card

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  • Edition: 5th
  • Format: Paperback
  • Copyright: 2004-08-03
  • Publisher: McGraw-Hill Humanities/Social Sciences/Languages
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Assessment is an everyday, ongoing, integral part of teaching, not something separate from life in classrooms. Clasroom Assessment: Concepts and Applications focuses not only on testing, grading, and interpreting tests and performance, but also on the practical concerns of organizing a classroom at the start of school and planning and implementing instruction. This is the most teacher-friendly assessment textbook available; one that future teachers will keep in their professional libraries for years to come.

Author Biography

Peter W. Airasian is Professor of Education at Boston College, where he is Chair of the Department of Counseling, Developmental Psychology, and Research Methods.

Table of Contents


Chapter 1: The Breadth of Classroom Assessment

Purposes of Assessment

Types of Assessment

Assessment, Testing, and Information

Three General Ways to Collect Data: Paper-and-Pencil, Observation, and Oral Questioning

Standardized and Nonstandardized Assessments

Good Assessments: Valid and Reliable

Ethical Issues and Responsibilities

Chapter 2: Learning About Pupils: Early Assessment

Gathering Information about Pupils

Sources of Learning about Pupils

Forming Pupil Descriptions

Concerns about Ethics and Accuracy

Improving Early Assessments

Clues to Language Disabilities

Chapter 3: Lesson Planning and Assessment Objectives

The Instructional Process

Instructional Planning

Three Levels of Educational Objectives

Three Domains of Objectives

Lesson Plans

Improving the Tie Between Planning and Assessment

Planning, Disabilities, and Accommodations

Chapter 4: Other Sources of Educational Objectives and Assessments

Textbook Objectives and Assessments

Statewide Assessments

Implications of High-Stakes Testing

No Child Left Behind

Chapter 5: Assessment During Instruction

Assessment Task During Instruction

Validity and Reliability in Instructional Assessment

Improving Assessment During Instruction


Accommodations During Instruction

Chapter 6: Official Assessments

Formative and Summative Assessments

The Logic of Formal Assessment

Planning an Official Assessment

Preparing Pupils for Official Assessments

Chapter 7: Paper-and-Pencil Testing

Selection and Supply Test Items

Higher Level Questions

Guidelines for Writing and Critiquing Test Items

Accommodations: Substitutions for Paper-and-Pencil

Chapter 8: Improving Paper-and-Pencil Assessments

Assembling Tests

Administering Tests

Issues of Cheating

Scoring Paper-and-Pencil Tests

Analyzing Item Validity

Discussing Test Results with Pupils

Testing Pupils with Disabilities

Chapter 9: Performance Assessments

Performance Assessments in Schools

Developing Performance Assessments

Anecdotal Records, Checklists, and Rating Scales



Validity and Reliability of Performance Assessments

Chapter 10: Grading

Rationale and Difficulties of Grading

Grading as Judgement

Four Types of Comparison for Grading

Grading for Cooperative Learning and Pupils with Disabilities

Deciding What to Grade

Summarizing Varied Types of Assessment

Two Approaches to Assigning Grades

Other Methods of Reporting Pupil Progress

Chapter 11: Commercial Standardized Achievement Tests

How Commercial Achievement Tests are Created

Administering the Test

Interpreting Scores

Three Examples of Test Interpretation

The Validity of Commercial Achievement Tests

Reporting Results to Parents

Classroom Assessment: Summing Up

Appendix A: Standards for Teacher Competence in Educational Assessment of Students

Appendix B: Taxonomy of Educational Objectives (Major Categories and Illustrative Objectives)

Appendix C: Sample Individual Education Plan

Appendix D: Statistical Applications for Classroom Assessment



Name Index

Subject Index

Rewards Program

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