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Table Of Contents

■ Who Uses Classroom Assessment and Why?
■ How You Will Incorporate Assessment in Instruction
■ Your Knowledge about Assessment
■ The Consequences of Poor Assessment Practices
■ Contemporary Classroom Assessment
Planning Assessments
■ Scores and Their Interpretation
■ Criterion-Referenced Assessments
■ Norm-Referenced Assessments
■ Making Plans for Assessments
■ Steps in Assessment and Reporting
■ Creating Blueprints for Specific Assessments
■ Test Blueprints
■ Assessment Modalities and the Role of Observation
Observation: Bases of Assessment
■ Making Observations
■ Components and Purposes of Observation
■ Distinctions between Summative and Formative Assessment
■ Formal and Informal Formative Assessment
■ Interpretation of Feedback in Formative Assessment
■ Using Assessments as Evidence of Progress
■ The Dynamics of Formative Assessment
■ Asking the Right Questions in Assessment
■ Implementing Formative Assessment
■ Designing Appropriate Formative Tests
Performance Assessment
■ Performance Assessments
■ Behavioral Objectives Redux
■ Creating Rubrics
■ Advantages of Using Rubrics
■ Improving Consistency of Ratings
■ Portfolio Assessment
Developing Objective Tests
■ Considerations in Choosing a Test Format
■ True-False Tests
■ Multiple-Choice Tests
■ Fill-in-the-Blank (Completion) Tests
■ Matching Tests
■ The Challenge of Assessing Higher-Order Thinking
Developing Subjective Tests
■ Constructed-Response Tests
■ Short-Answer Questions
■ Essay Questions
■ Evaluating Essays
Selecting Standardized Tests
■ Principles for Selecting Standardized Tests
■ Sources to Guide Selection of Standardized Tests
■ Buros Mental Measurements Yearbook and Tests in Print
■ The ETS Test Collection
■ Standards for Educational and Psychological Testing
The Standards for Educational and Psychological Testing
■ Standardized Tests and Classroom Assessments
■ Expansion of Computer-Based Assessment Technology
■ Appendix: Resource List of Websites Pertaining to Assessment
Improving Tests
■ The Context of Test Improvement
■ Item Improvement
■ Testing for Mastery
■ Keep an Item Bank or Item Pool: Putting It All Together
■ Some General Guidelines for Improving Test Items
Domain-Specific Assessment and Learning
■ Perspectives on Subject-Matter Instruction and Assessment
■ Constructivism in Assessment
■ Assessment at Instructional Phases
■ Helpful Readings
■ On the Nature of Learning in Public Schools
■ Culture as a Source of Individual Differences
■ Graphic Organizers of Course Content Achievement
■ Assessment Based on Multiple Intelligences
■ Self-Reports of Preferences: Assessment of Learning Styles
■ Dynamic Assessment: Measuring Change and Potential for Learning
■ Integrating Assessments: The Case Study
High-Stakes Testing: Policy and Accountability
■ Policy and Accountability
■ Teacher Preparation for Assessment Practices
■ Best Practices Research
■ Best Practices for Educational Improvement
■ Using Best Practices in Teacher Education
Test Bias, Fairness, and Testing Accommodations
■ Student Characteristics and Normative Comparisons
■ Bias in the Construction of Assessments
■ Bias through Question Formats
■ Bias in the Administration of Assessments
■ Testing Accommodations
Index
About the Authors
P. 1
Classroom Assessment in Action

Classroom Assessment in Action

Ratings: (0)|Views: 483 |Likes:
Published by RowmanLittlefield
Classroom Assessment in Action clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide clear and ordered discussions of how assessment and instruction is integrated into a functional process to enhance student learning. Guidelines are set forth for constructing various common assessments. Procedures are laid out to evaluate and improve assessments once they are constructed. Ultimately, the authors shed light on the myriad of factors that impact test score interpretation.

In today's classroom, technology has become a constant companion, and Classroom Assessment in Action exposes teacher candidates to emerging technologies they might encounter in building their repertoire of assessments, whether it be automated essay scoring or electronic portfolios.

Classroom Assessment in Action guides its readers to a complete and thorough understanding of assessment and measurement so that they can confidently work with students and parents in explaining results, whether they are from a high-stakes statewide assessment or the grading philosophy to which they ascribe.
Classroom Assessment in Action clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide clear and ordered discussions of how assessment and instruction is integrated into a functional process to enhance student learning. Guidelines are set forth for constructing various common assessments. Procedures are laid out to evaluate and improve assessments once they are constructed. Ultimately, the authors shed light on the myriad of factors that impact test score interpretation.

In today's classroom, technology has become a constant companion, and Classroom Assessment in Action exposes teacher candidates to emerging technologies they might encounter in building their repertoire of assessments, whether it be automated essay scoring or electronic portfolios.

Classroom Assessment in Action guides its readers to a complete and thorough understanding of assessment and measurement so that they can confidently work with students and parents in explaining results, whether they are from a high-stakes statewide assessment or the grading philosophy to which they ascribe.

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Publish date: Mar 2011
Added to Scribd: Feb 07, 2012
Copyright:Traditional Copyright: All rights reservedISBN:9781442208384
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09/17/2014

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