Akmalludin Purwo Widodo 11210140000023 4A

Book Response Form

Book title : Classroom Assesment: What

Teachers Need To Know
Author : W. James PophamPublisher
Publisher : Pearson
Date Published : 2017
Number of Pager: 441
Genre : Reference
Book Code : ISBN 9780134053868

Chapters:

1. Chapter 1: Why Do Teachers Need to Know about Assessment?

This chapter tells why four traditional and three recent reasons for educators to
assess students should dispose teachers to learn more about the fundamentals of
educational assessment.

2. Chapter 2: Deciding What to Assess

This chapter identifies the impact of, key factors that can help teachers
determine the measurement targets for their classroom assessments and describes
a collection of factors that teachers should consider before deciding what sorts of
things their classroom assessments should measure.

3. Chapter 3: Reliability of Assessment

This chapter tells about an understanding of commonly employed indicators of

a test’s reliability or precision that is sufficient to identify the types of reliability
evidence already collected for a test and, if necessary, to select the kinds of
reliability evidence needed for particular uses of educational assessments.

4. Chapter 4: Validity
 This chapter tells about assessment validity so that its essential nature can be
explained, its establishment can be described, and the most appropriate kinds of
validity evidence can be selected for specific uses of educational tests.

5. Chapter 5: Fairness

This chapter focused on how educators make their tests fair and describe the
nature of assessment bias and the procedures by which it can be reduced in both
large-scale tests and classroom assessments.

6. Chapter 6: Selected Response Tests

This chapter describes the accurate employ of professionally accepted item

writing guidelines, both general and item-type specific when constructing
selected-response items or evaluating those items constructed by others and tells
about how to construct almost a dozen different kinds of test items might the
teachers wish to use for classroom assessments.

7. Chapter 7: Constructed Response Tests

This chapter tells about generally approved guidelines for creating

constructed-response items and scoring students’ responses to them so that errors
in item construction and response scoring can be identified.

8. Chapter 8: Performance Assessment

This chapter describes performance assessment to distinguish between

accurate and inaccurate statements regarding the nature of performance tests, the
identification of such tests’ tasks, and the scoring of students’ performances.

9. Chapter 9: Portfolio Assessment

This chapter describes the distinctive relationship between measurement and

instruction inherent in portfolio assessment and the essentials of a seven-step
process teacher can use to install portfolio assessment.

10. Chapter 10: Affective Assessment

This chapter tells about the potential instructional dividends of affective

assessment and what’s necessary for teachers to draw valid inferences about their
students’ effects namely, the use of anonymity-cloaked self-report inventories
leading to inferences about groups of students, not individuals.

11. Chapter 11: Improving Teacher Developed Assessment

This chapter describes judgmental and empirical test-improvement procedures

so those accurate decisions can be made about how teachers are employing these
two test-improvement strategies.

12. Chapter 12: Formative Assessment

This chapter tells about research ratified formative assessment’s essence

sufficient for identifying teachers’ proper and improper implementations of the
formative-assessment process.

13. Chapter 13: Making Sense Out of Standardized Test Scores

This chapter tells about standardized educational testing’s fundamentals so

that, when encountering an issue related to such testing or when asked duration
question about standardized testing, appropriate responses can be supplied.

14. Chapter 14: Appropriate and Inappropriate Test Preparation Test

This chapter describes two test-preparation guidelines intended to help

teachers distinguish between test-preparation practices that are appropriate and
those that are inappropriate.

15. Chapter 15: The Evaluation of Instruction

This chapter describes the potential contributions and limitations of test-

elicited evidence of instructional quality sufficient for the identification of likely
shortcomings in such evidence or its use for the evaluation of schools or teachers.

16. Chapter 16: Assessment-Based Grading

This chapter tells about goal-attainment grading to be able not only to describe
its key steps but also to identify when teachers are or are not employing goal-
attainment practices in their grading determinations.
Table of Contents:

Chapter 1: Why Do Teachers Need to Know about Assessment? 1

Chapter 2: Deciding What to Assess 32

Chapter 3: Reliability of Assessment 72

Chapter 4: Validity 94

Chapter 5: Fairness 124

Chapter 6: Selected Response Tests 150

Chapter 7: Constructed Response Tests 174

Chapter 8: Performance Assessment 195

Chapter 9:Portfolio Assessment 220

Chapter 10: Affective Assessment 236

Chapter 11: Improving Teacher Developed Assessment 257

Chapter 12: Formative Assessment 274

Chapter 13: Making Sense Out of Standardized Test Scores 307

Chapter 14: Appropriate and Inappropriate Test Preparation Test 339

Chapter 15: The Evaluation of Instruction 353

Chapter 16: Assessment-Based Grading 385

Questions and Answers:

1. Chapter 1: Why Do Teachers Need to Know about Assessment?

There are 4 reasons why teachers need to know about assessment, first, to
determine students’ current status and monitor students’ progress, second, to
assign grades, and last, to determine a teacher’s instructional effectiveness.

2. Chapter 2: How to deciding What to Assess

In determining what to assess, it was suggested that a teacher’s curricular

aims play a prominent role in the teacher’s choice of assessment emphases. It was
contended that decisions must be primarily influenced by the decisions the teacher
hopes to illuminate based on assessment data gathered from students.

3. Chapter 3: What is the reliability of assessment?

Reliability refers to the consistency with which a test measures whatever

it’s measuring. That is the absence of measurement errors that would distort a
student’s score.

4. Chapter 4: What is validity?

Validity refers to an assessment's correctness in terms of measuring what it

claims to measure and this is the most significant concept in assessment.

5. Chapter 5: What fairness is important in classroom assessment?

Fairness is important in classroom assessment because it ensures that all

students are given an equal opportunity to demonstrate their knowledge and skills.
When assessments are fair, students feel that they are being evaluated on their
abilities and performance, rather than on factors such as their background,
ethnicity, or socioeconomic status.

6. Chapter 6: What is the selected response test?

Selected response test means the teachers need to choose item types that
mesh properly with the inferences they want to make about students and be sure
those inferences are directly linked to the educational decisions they need to
make.

7. Chapter 7: What is an example of a constructed response assessment?

There are two kinds of paper-and-pencil constructed response items,

namely, short-answer items and essay items including students’ written
compositions.

8. Chapter 8: What is a perfomance assessement?

Performance assessment is a measurement procedure in which students

create original responses to an assessment task, it was pointed out that
performance tests differ from more conventional tests primarily in the degree the
test situation approximates the real-life situation to which inferences are made.
Simply, an approach to measuring a student’s status is based on the way the
student completes a specified task.

9. Chapter 9: What is a portfolio assessment?

Portfolio assessment is a systematic collection of students’ work, contrasts

were drawn between portfolio assessment and more conventional testing. It was
suggested that portfolio assessment was far more appropriate for an individual
teacher’s classroom assessment than for large-scale accountability assessments.

10. Chapter 10: What is the affective assessment?

Affective assessment is a measurement of a student's attitudes, interests,

and/or values

11. Chapter 11: What is the strategy for improving teacher development
assessment?

There are two general improvement strategies. First, judgmental item-

improvement procedures in which the chief means of sharpening your tests is
human judgment. Second, empirical item-improvement procedures are based on
students’ responses to teachers’ assessment procedures.

12. Chapter 12: What is formative assessment?

Formative assessment is a planned process in which assessment-elicited

evidence of students’ status is used by teachers to adjust their ongoing
instructional procedures or by students to adjust their current learning tactics.

13. Chapter 13: What are the ways of interpreting the results of standardized
tests?

There are several ways, first, percentiles, grade-equivalent scores, scale

scores, stanines, and normal curve equivalents (NCEs).

14. Chapter 14: What are the important things about appropriate and
inappropriate test preparation?

First, how teachers should prepare their students for significant tests. After
a recounting of why it is that classroom teachers are under substantial pressure to
boost their students’ test scores, two evaluative guidelines were supplied by which
test-preparation practices can be judged. The two guidelines were (1) professional
ethics, which indicates that no test-preparation practice should violate the ethical
norms of the education profession, and (2) educational defensibility, which
indicates that no test-preparation practice should increase students’ test scores
without simultaneously increasing students’ mastery of the curricular aim tested.

15. Chapter 15: What is mean about the evaluation of instruction

The evaluation of instruction means when teachers evaluate their

instructional endeavors, they’re evaluating the quality of the instructional program
they put together as well as the way they delivered that program. Simply, the
teachers can tell whether their just-completed instruction was great or grimy.

16. Chapter 16: What is assessment-based grading important for teachers and
students?

assessment-based grading is an important tool for teachers and students

because it provides feedback, reflects learning, encourages growth, promotes
accountability, and supports differentiation. By using assessment-based grading,
teachers can better understand their students' needs and help them achieve their
full potential.