Developing and Using Classroom Assessments

by Oosterhof, Albert

• ISBN13: 9780132414296
• ISBN10: 0132414295
• Edition: 4th
• Format: Paperback
• Copyright: 2008-07-27
• Publisher: Pearson

Summary

This updated, brief, inexpensive book focuses on how to write, construct, and use assessments in the classroom. It continues to take a balanced approach to assessment, involving both traditional and innovative techniques. It includes the development and use of written tests, informal assessments, portfolios, and performance assessments. This balanced approach to assessment is what prospective teachers need when they get into the classroom.Coverage includes integrating assessments into the learning process, showing the implications of research in cognitive psychology and showing how classroom assessments can facilitate transfer of learning and development of problem solving skills.For professionals in the field of Educational Psychology or anyone interested in teaching methods.

Table of Contents

Introduction

Significance of Measurement

Distinction Between Measurement, Assessment, and Evaluation

Settings Where Assessments Show Up

Distinction Between Formal and Informal Assessments

Roles of Assessment in the Classroom

Maximum Versus Typical Performance

Summary

Key terms: Part 1 - How to Establish a Framework for Assessing Your Students

How Assessments Are Interpreted and Used

Frames of Reference for Interpreting Performance

Meaning of Criterion and Norm-Referenced Interpretations

Choosing the Appropriate Interpretation

Summary

Key Terms

Answers: Apply What You are Learning

Something to Try

Additional Reading

Measurable Objectives and Goals

Categories of Learning Outcomes

Levels of Cognitive Complexity

Instructional Goals Versus Performance Objectives

Selecting Performances that Align with Standards

Summary

Key Terms

Answers: Apply What You are Learning

Something to Try

Additional Reading

Gathering Evidence of Validity

Levels of Cognitive Complexity

Components of Performance Objectives

Instructional Goals Versus Performance Objecti

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