Classroom Assessment: A Practical Guide for Educators

by Mertler,Dr Craig

• ISBN13: 9781884585494
• ISBN10: 1884585493
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2003-01-01
• Publisher: Routledge

Table of Contents

Part I: Introduction to Classroom Assessment	1	(84)
Assessment in Elementary and Secondary Classrooms	3	(18)
Overview	3	(1)
Introduction	4	(1)
Some Basic Definitions	4	(7)
Assessment System, Evaluation, Measurement, Assessment, and Test	4	(2)
Formal versus Informal Assessment	6	(2)
Quantitative versus Qualitative Assessment	8	(1)
Formative versus Summative Evaluation	8	(1)
Standardized versus Nonstandardized Assessment	9	(1)
Norm-Referenced versus Criterion-Referenced Assessment	10	(1)
Traditional versus Alternative Assessment	10	(1)
Objective versus Subjective Assessment	11	(1)
Purposes of Assessment	11	(2)
Planning, Conducting, and Evaluating Instruction	11	(1)
Diagnosing Student Difficulties	12	(1)
Placing Students	12	(1)
Providing Feedback to Students (Formative)	13	(1)
Grading and Evaluating Academic Learning (Summative)	13	(1)
Ethical Issues Related to Assessment	13	(3)
Teacher Responsibilities in the Classroom	13	(1)
Motivating Students	13	(2)
Test Administration	15	(1)
Interpretation of Test Results	15	(1)
Ethical Standards	16	(1)
AFT, NCME, & NEA Standards (NCME, 1990)	16	(1)
Code of Fair Testing Practices in Education (APA, 1988)	16	(1)
The Family and Education Rights and Privacy Act of 1974	17	(1)
Summary	17	(1)
Related Web Sites	18	(1)
Questions for Review	19	(1)
Enrichment Activities	19	(2)
Teaching and Assessment: The Instructional Process	21	(28)
Overview	21	(1)
Introduction	22	(1)
Models Connecting Assessment with Teaching	22	(7)
The ``Time-Restricted Model''	22	(2)
The ``Continuous-Feedback Model''	24	(2)
The ``Integrated Assessment Model''	26	(3)
The Instructional Process	29	(15)
Planning Instruction	30	(1)
Purposes	30	(1)
Lesson Plans	31	(5)
Instructional Objectives	36	(1)
Three Domains of Objectives	37	(2)
Writing Instructional Objectives	39	(1)
Teacher-Made versus Publisher-Developed Materials	40	(2)
Delivering Instruction	42	(1)
Assessment During Instruction	42	(1)
Assessing Instruction	42	(1)
Formative Evaluation	42	(1)
Summative Evaluation	43	(1)
Summary	44	(1)
Related Web Sites	45	(1)
Questions for Review	45	(1)
Enrichment Activities	46	(3)
Characteristics of Assessments	49	(20)
Overview	49	(1)
Introduction	50	(1)
What Is Validity?	50	(10)
Sources of Validity Evidence	52	(1)
Content Evidence	52	(2)
Criterion Evidence	54	(1)
Construct Evidence	55	(1)
Face Evidence	56	(1)
Establishing Validity of Quantitative Assessments	56	(3)
Establishing Validity of Qualitative Assessments	59	(1)
What Is Reliability?	60	(3)
Establishing Reliability of Quantitative Assessments	61	(2)
Establishing Reliability of Qualitative Assessments	63	(1)
The Relationship Between Validity and Reliability	63	(1)
Teacher Responsibilities Related to Validity and Reliability	64	(2)
Summary	66	(1)
Related Web Site	67	(1)
Questions for Review	67	(1)
Enrichment Activities	68	(1)
Overview of Assessment Techniques	69	(16)
Overview	69	(1)
Introduction	70	(1)
Alternative Assessment Techniques	70	(6)
Informal Assessments	70	(1)
Characteristics and Examples	70	(2)
Strengths and Limitations	72	(1)
Performance-Based Assessments	72	(1)
Characteristics and Examples	72	(2)
Strengths and Limitations	74	(1)
Portfolio Assessments	74	(1)
Characteristics and Examples	75	(1)
Strengths and Limitations	75	(1)
Traditional Assessment Techniques	76	(3)
Objective Test Items	76	(1)
Characteristics and Examples	76	(1)
Strengths and Limitations	77	(1)
Subjective Test Items	77	(1)
Characteristics and Examples	78	(1)
Strengths and Limitations	79	(1)
Summary	79	(2)
Related Web Sites	81	(1)
Questions for Review	82	(1)
Enrichment Activities	82	(3)
Part II: Alternative Assessment Techniques	85	(76)
Informal Assessments	87	(22)
Overview	87	(1)
Introduction	88	(1)
Teacher Observations	88	(9)
Characteristics	89	(2)
Guidelines for Use	91	(2)
Record Keeping	93	(4)
Teacher Questions	97	(4)
Characteristics	98	(1)
Guidelines for Use	98	(2)
Record Keeping	100	(1)
Student Reflections	101	(1)
Validity and Reliability of Informal Assessments	102	(2)
Advantages and Limitations of Informal Assessments	104	(1)
Summary	104	(1)
Related Web Sites	105	(1)
Questions for Review	106	(1)
Enrichment Activities	106	(3)
Performance-Based Assessments	109	(34)
Overview	109	(1)
Introduction	110	(1)
Characteristics of Performance-Based Assessments	110	(6)
Basic Requirements	113	(2)
Process versus Product Assessment	115	(1)
Developing Performance-Based Assessment Tasks	116	(10)
Identifying the Purpose of the Performance-Based Assessment	117	(1)
Specifying Observable Performance Criteria	118	(1)
Steps in the Development of Performance Tasks	119	(2)
Two Examples	121	(5)
Methods of Scoring Performance-Based Assessments	126	(10)
Checklists and Rating Scales	126	(1)
Rubrics	127	(5)
Steps in the Design of Scoring Rubrics	132	(2)
Two Examples	134	(2)
Validity and Reliability of Performance-Based Assessments	136	(1)
Advantages and Limitations of Performance-Based Assessments	137	(1)
Summary	138	(2)
Related Web Sites	140	(1)
Questions for Review	141	(1)
Enrichment Activities	141	(2)
Portfolio Assessments	143	(18)
Overview	143	(1)
Introduction	144	(1)
Characteristics of Portfolio Assessments	144	(4)
Uses of Portfolios	148	(2)
Documentation Portfolios	149	(1)
Showcase Portfolios	149	(1)
Other Variations	150	(1)
Creating Portfolios	150	(6)
Decisions on Content	155	(1)
Validity and Reliability of Portfolio Assessments	156	(1)
Advantages and Limitations of Portfolio Assessments	156	(2)
Summary	158	(1)
Related Web Sites	159	(1)
Questions for Review	160	(1)
Enrichment Activities	160	(1)
Part III: Traditional Assessment Techniques	161	(52)
Objective Test Items	163	(34)
Overview	163	(1)
Introduction	164	(1)
General Characteristics of Objective Test Items	164	(20)
Multiple-Choice Items	169	(1)
Guidelines for Developing Multiple-Choice Items	170	(3)
Advantages and Limitations of Multiple-Choice Items	173	(2)
Variations of the Basic Multiple-Choice Item	175	(1)
Matching Items	176	(1)
Guidelines for Developing Matching Items	177	(2)
Advantages and Limitations of Matching Items	179	(1)
Alternate-Choice Items	180	(1)
Guidelines for Developing Alternate-Choice Items	180	(2)
Advantages and Limitations of Alternate-Choice Items	182	(1)
Variations of the Basic Alternate-Choice Item	183	(1)
Item Analysis	184	(7)
Validity and Reliability of Objective Test Items	191	(1)
Summary	191	(2)
Related Web Sites	193	(1)
Questions for Review	194	(1)
Enrichment Activities	195	(2)
Subjective Test Items	197	(16)
Overview	197	(1)
Introduction	198	(1)
General Characteristics of Subjective Test Items	198	(10)
Short-Answer Items	200	(1)
Guidelines for Developing Short-Answer Items	201	(2)
Advantages and Limitations of Short-Answer Items	203	(1)
Essay Items	204	(2)
Guidelines for Developing Essay Items	206	(1)
Advantages and Limitations of Essay Items	207	(1)
Validity and Reliability of Subjective Test Items	208	(1)
Summary	209	(1)
Related Web Sites	210	(1)
Questions for Review	210	(1)
Enrichment Activities	211	(2)
Part IV: Additional Assessment Issues	213	(82)
Grading Systems	215	(22)
Overview	215	(1)
Introduction	216	(1)
Rationale and Purposes of Grading Systems	216	(4)
Categories of Reporting Progress and Achievement	220	(3)
Norm-Referenced Comparisons	220	(2)
Criterion-Referenced Comparisons	222	(1)
Specific Types of Grading Systems	223	(3)
Letter Grades	223	(1)
Numerical or Percentage Grades	224	(1)
Pass/Fail	225	(1)
Checklists	225	(1)
Portfolios	226	(1)
Narrative Reports	226	(1)
Calculation of Grades	226	(2)
Record Keeping	228	(1)
Reporting Progress to Parents	228	(4)
Summary	232	(1)
Related Web Sites	233	(1)
Questions for Review	234	(1)
Enrichment Activities	234	(3)
Interpreting Standardized Tests	237	(26)
Overview	237	(1)
Introduction	238	(1)
Methods of Reporting Scores on Standardized Tests	239	(10)
Criterion-Referenced Test Scores	240	(1)
Norm-Referenced Test Scores	240	(2)
Raw Scores	242	(1)
Percentile Ranks	243	(2)
Grade-Equivalent Scores	245	(1)
Standardized Scores	245	(4)
Interpreting Student Performance	249	(3)
Standard Error of Measurement and Confidence Intervals	249	(3)
Uses of Test Results for Teachers	252	(6)
Analyzing Student Performance: An Example	255	(2)
Communicating Test Performance to Parents	257	(1)
Summary	258	(1)
Related Web Sites	259	(1)
Questions for Review	260	(1)
Enrichment Activities	261	(2)
Assessing Group Work	263	(14)
Overview	263	(1)
Introduction	264	(1)
The Importance of Group Process	264	(2)
Designing Assessments of Group Process	266	(4)
Group Papers	267	(1)
Group Projects	267	(1)
Group Presentations	267	(1)
Group Skills	268	(2)
Methods for Assessing Group Process	270	(3)
Self-Assessment	270	(1)
Peer Assessment	271	(1)
Teacher Assessment	272	(1)
Summary	273	(1)
Related Web Sites	274	(1)
Questions for Review	275	(1)
Enrichment Activities	275	(2)
Assessing Affective Characteristics	277	(18)
Overview	277	(1)
Introduction	278	(1)
The Affective Domain and Categories of Affective Behaviors	278	(5)
Social Adjustment	281	(1)
Attitudes	281	(1)
Interests	282	(1)
Values	282	(1)
Self-Attitudes	282	(1)
Guidelines for Developing Measures of Affective Behaviors	283	(6)
Teacher Observations	284	(1)
Student Self-Reports	285	(4)
Validity and Reliability of Affective Measures	289	(1)
Advantages and Limitations of Affective Measures	289	(1)
Summary	290	(2)
Related Web Sites	292	(1)
Questions for Review	293	(1)
Enrichment Activities	293	(2)
Appendix A: The Standards for Teacher Competence in the Educational Assessment of Students	295	(8)
Appendix B: The Code of Fair Testing Practices in Education	303	(6)
Appendix C: A Guide to Descriptive Statistics	309	(10)
Classroom Assessment Glossary	319	(8)
References	327	(6)
Subject Index	333