Educational Assessment of Students, Pearson eText -- Access Card

This title is only available as a loose-leaf version with Pearson eText.   Written for a first course in classroom assessment and educational testing, this text is particularly suited for courses that seek to teach students (1) how to use and construct formative and summative assessments for classroom teaching and (2) the basics of educational measurement. The book provides complete coverage of educational assessment, including developing plans that integrate teaching and assessment; using formative assessment strategies and providing effective feedback to students; crafting objective, performance, and portfolio assessments; evaluating students and discussing evaluations with parents; and interpreting state-mandated tests and standardized achievement tests.   From reviews of the book:   “I find the style of this text very engaging and accessible for students.  The checklists in the item creation chapters and the examples throughout are very strong and [are] concrete ways to solidify sometimes abstract or new concepts for students. . . . The key strengths to this text are the number and quality of examples and visual aids (charts, tables) that clarify concepts for beginning assessment students.  Another strength is the applied approach to writing assessment items.”   --Heidi Legg Burross, University of Arizona   “In my opinion, this is the most comprehensive and user-friendly textbook on classroom assessment currently in publication.  It is appropriate for both undergraduate and graduate courses, it supports the course objectives well, and the students like it and praise it. . . . An overall benefit of this text is that it parallels the content we have selected for this course so well that we can eliminate some of the lecture material that we traditionally used and focus more on the practical application of the principles.”   --Kathryn Anderson Alvestad, University of Maryland, College Park     “This textbook has been thorough in each of its editions, reflecting the contemporary issues, practices and thought related to educational assessment with no glaring omissions. The authors have done a fine job in covering the relevant topics both in the necessary depth and scope appropriate for an introductory educational assessment course. . . . The writing, illustrations, and graphics are clear and engaging, making the textbook a favorite among our graduate students.”   --Charles Thomas, George Mason     0133830268 / 9780133830262 Educational Assessment of Students, Loose-Leaf Version with Pearson eText -- Access Card Package Package consists of:   0133436497 / 9780133436495 Educational Assessment of Students, Loose-Leaf  Version   013377984X / 9780133779844 Educational Assessment of Students, Pearson eText -- Access Card  

Table of Contents:
Part I The Bases for Assessment   1 Classroom Decision Making and Using Assessment 1 Assessment and Classroom Decisions 2 Assessment and Educational Decisions About Students 2 Distinctions Among Assessments, Tests, Measurements, and Evaluations 8 High-Stakes Assessment and Accountability 13 Acquiring the Knowledge and Skills to Assess Students 16 Conclusion 17 Exercises 17   2 Describing the Goals of Instruction 18 Importance of Specifying Learning Outcomes 19 Educational Goals, State Standards, and Learning objectives 20 Sources for Locating Learning objectives 27 Taxonomies of Learning objectives 27 Cognitive Domain Taxonomies 27 Evaluating the Learning objectives of a Course or Unit 32 How to Write Specific Learning objectives 33 Aligning Assessment Tasks with Learning objectives 35 Conclusion 36 Exercises 36   3 Validity of Assessment Results 37 General Nature of Validity 38 Four Principles for Validation 38 Validity of Teacher-Made Classroom Assessment Results 40 Validity of Large-Scale Assessments 45 Validity Issues When Accommodating Students with Disabilities 62 Conclusion 64 Exercises 64   4 Reliability of Assessment Results 66 General Nature of Reliability 67 Causes of Measurement Error or Inconsistency 68 Reliability of Classroom Assessments 68 Reliability of Large-Scale Assessments 71 Obtained Scores, True Scores, and Error Scores 78 Standard Error of Measurement 78 Reliability of Mastery and Pass-Fail Decisions 82 Factors Affecting Reliability and SEM and How to Improve Reliability 83 Conclusion 85 Exercises 85   5 Professional Responsibilities, Ethical Behavior, and Legal Requirements in Educational Assessments 87 A Teacher’s Professional Responsibilities in Assessment 88 Six Categories of Responsibility for Teachers 89 Students’ Rights and Responsbilities as Test Takers 97 Secrecy, Access, Privacy, Confidentiality, and the Teacher 99 Testing Challenged in Court 101 Bias in Educational Assessment 103 Conclusion 106 Exercises 106   Part II Crafting and Using Classroom Assessments   6 Planning for Integrating Assessment and Instruction 108 Key Concepts 108 Assessment Planning for a Marking Period 109 Assessment Planning for One Unit of Instruction 110 Preassessment to Plan Your Teaching 113 Differentiating Instruction 114 Planning for One Summative Assessment 115 Improving the Validity of Assessment Plans 117 What Range of Assessment Options is Available? 120 Assessment Planning for Response to Intervention 128 Using Technology as an AID in Assessment 129 Conclusion 131 Exercises 132   7 Diagnostic and Formative Assessments 133 Diagnostic Assessment 134 Formative Assessment 141 Learning Progressions 150 A Coherent Assessment System 151 Systematic Record Keeping 151 Conclusion 151 Exercises 151   8 Providing Formative Feedback 153 Types and Characteristics of Feedback 154 Helping Students Use Feedback 158 Differentiating Feedback 159 Peer Feedback 163 Feedback from Technology 163 Conclusion 165 Exercises 165   9 Fill-in-the-Blank and True-False Items 166 Three Fundamental Principles for Crafting Assessments 167 Fill-in-the-Blank Items 167 True-False Items 172 Conclusion 180 Exercises 180     10 Multiple-Choice and Matching Exercises 181 Multiple-Choice Items 182 Creating Alternative Varieties of Multiple-Choice Items 200 Matching Exercises 207 Creating Basic Matching Exercises 208 Creating Alternative Varieties of Matching Exercises 211 Conclusion 217 Exercises 217   11 Essay Assessment Tasks 218 Formats for Essay Items 219 Usefulness of Essay Assessments 221 Constructing Essays Assessing Subject-Matter Learning 223 Optional Questions 227 Constructing Prompts for Assessing Writing Achievement 227 Scoring Essay Assessments 231 Writing Assessment and Technology 234 Conclusion 236 Exercises 236   12 Higher-Order Thinking, Problem Solving, and Critical Thinking 238 Assessing Higher-Order Thinking 239 Concept Learning 242 Assessing Whether Students’ Thinking Uses Rules 244 Problem Solving 246 Critical Thinking 250 Reading Skills 256 Conclusion 258 Exercises 259   13 Performance and Portfolio Assessments 260 Performance Assessment 261 Creating Performance Assessments 270 Portfolios 289 Conclusion 295 Exercises 295   14 Preparing Your Students to Be Assessed and Using Students’ Results to Improve Your Assessments 297 Preparing Students for Assessment 298 Testwiseness 300 Test Anxiety 301 Assessment Format and Appearance 303 Correction for Guessing 304 Item Analysis for Classroom Assessments 306 Item Difficulty Index 311 Item Discrimination Index 312 Improving Multiple-Choice Item Quality 313 Selecting Test Items 316 Conclusion 318 Exercises 318   Part III Interpreting and Using Standardized Tests   15 Evaluating and Grading Student Achievement 320 The Meanings and Purposes of Grades 321 Reporting Methods 324 Choosing a Grading Model 332 Grading Practices 335 Techniques for Combining Grades to Summarize Achievement 341 Conclusion 350 Exercises 350   16 Standardized Achievement Tests 352 Overview of Standardized Tests 353 Traditional Standardized Achievement Tests 354 State- or District-Mandated Tests and Customized Tests 363 Nonstandardized Achievement Tests 367 Appropriate Uses of Standardized Test Results 368 Inappropriate Uses of Standardized Test Results 369 How to Administer Standardized Tests 371 Ethical and Unethical Student Practice for Standardized Tests 371 Conclusion 373 Exercises 373   17 Interpreting Norm-Referenced Scores 376 Three Referencing Frameworks 377 Using Norms 380 Types of Norm Groups 381 Norm-Referenced Scores 384 Percentile Ranks 384 Linear Standard Scores 386 Normal Distributions 388 Normalized Standard Scores 390 Developmental and Educational Growth Scales 395 Extended Normalized Standard Score Scales 395 Grade-Equivalent Scores 396 General Guidelines for Score Interpretation 405 Conclusion 408 Exercises 408   18 Finding and Evaluating Published Assessments 410 Locating a Published Test 411 Locating Evaluations of Published Tests 414 Locating Computerized Testing Materials 417 Locating Unpublished Test Materials 417 Restrictions on Purchasing and Using Tests 417 Evaluating and Selecting a Test 418 How a Standardized Test Is Developed 422 Conclusion 424 Exercises 424   19 Scholastic Aptitude, Career Interests, Attitudes, and Personality Tests 425 Aptitudes for Learning 426 Group Tests of Scholastic Aptitudes 428 Group Tests of Specific Aptitudes 433 Individually Administered Tests of General Scholastic Aptitudes 436 Assessing Adaptive Behavior 440 Assessing Vocational and Career Interests 441 Assessing Attitudes 444 Assessing Personality Dimensions 444 Conclusion 445 Exercises 445   Appendixes A Educational Assessment Knowledge and Skills for Teachers 447 B Code of Fair Testing Practices in Education (Revised) 448 C Code of Professional Responsibilities in Educational Measurement 452 D Summaries of Taxonomies of Educational Objectives: Cognitive, Affective, and Psychomotor Domains 457 Glossary 491 References 511 Name Index 00 Subject Index 00 E Implementing the Principles of Universal Design via Technology-Based Testing 464 F Basic Statistical Concepts 466 G Computational Procedures for Various Reliability Coefficients 479 H A Limited List of Published Tests 484 I List of Test Publishers and Their Websites 486 J Answers to Even-Numbered Exercises 487

About the Author :
Susan M. Brookhart is an independent consultant in educational assessment and also a senior research associate at the Center for Advancingthe Study of Teaching and Learning in the School of Education at Duquesne University. She has served on several state assessment technical advisory committees. She is a former professor and chair of the Department of Educational Foundations and Leadership at Duquesne. Previous to her higher education experience, she taught both elementary and middle school. Her research interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading.  Professor Brookhart was the 2007—2009 editor of Educational Measurement: Issues and Practice. She has served as the education columnist for National Forum, the journal of Phi Kappa Phi. She is a past president of the American Educational Research Association’s Special Interest Group on Classroom Assessment and a current member of the Board of Directors of the National Council on Measurement in Education.  In all, Professor Brookhart is author or coauthor of 16 books and over 60 articles and book chapters on classroom assessment, teacher professional development, and evaluation. With Anthony J. Nitko, she is the co-author of Assessment and Grading in Classrooms and Educational Assessment of Students. With the late Norman E. Gronlund, she is the co-author of Gronlund’s Writing Instructional Objectives (8th ed.). Some of the journals in which her research has appeared are Applied Measurement in Education, Assessment in Education: Principles, Policy, & Practice, Educational Measurement: Issues and Practice, Journal of Educational Measurement, Journal of Educational Research, Oxford Review of Education , Review of Educational Research, and Teachers College Record . She also serves on the editorial boards of Applied Measurement  in Education, Assessment in Education: Principles, Policy, & Practice, Educational Assessment, andTeachers College Record .  Professor Brookhart’s assessment books for practitioners include How to Give Effective Feedback to Your Students , Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders (with Connie M. Moss), How to Assess Higher-order Thinking Skills in Your Classroom , Grading and Learning: Practices That Support Student Achievement , Learning Targets: Helping Students Aim for Understanding in Today’s Lesson (with Connie M. Moss), and How to Create and Use Rubrics for Formative Assessment and Grading .   Anthony J. Nitko is a private consultant in educational measurement and Professor Emeritus and former Chairperson of the Department of Psychology in Education at the University of Pittsburgh. He is a University Associate, Department of Educational Psychology, at the University of Arizona. His research interests include curriculum-based criterion-referenced testing, integrating testing and instruction, classroom assessment, and the assessment of knowledge and higher order thinking skills.  Professor Nitko is co-author (with Susan Brookhart) of Educational Assessment of Students. He is author of the chapter, “Designing Tests That Are Integrated With Instruction” in the Third Edition of Educational Measurement , and co-author (with Susan Brookhart) of Assessment and Grading in Classrooms (2008). He co-authored (with Susan Brookhart) the chapter, “Strategies for constructing assessments of higher order thinking skills” (2011). He also co-authored (with C.M. Lindvall) Measuring Pupil Achievement and Aptitude , (with T-C Hsu) Pitt Educational Testing Aids (PETA) (a package of computer programs for classroom teachers), and (with R. Glaser) the chapter “Measurement in Learning and Instruction” in the Second Edition of Educational Measurement .  Professor Nitko has been Editor of the journal Educational Measurement: Issues and Practice , and later served as the International News Editor of this journal. He was also Editor of d’News, the AERA Division D newsletter. Some of the journals in which his research has appeared include American Educational Research Journal , Applied Measurement in Education , Assessment in Education: Principles, Policy, & Practice , Educational Evaluation and Policy Analysis , Educational Measurement: Issues and Practice , Educational Technology , Journal of Educational Measurement , and Research in Developmental Disabilities .  Professor Nitko is a member of several professional organizations, was elected as Fellow to the American Psychological Association, served on several committees of the American Educational Research Association, elected Secretary of AERA Division D, served on committees of the National Council on Measurement in Education, and was elected to the Board of Directors and as President of the latter. Professor Nitko received Fulbright awards to Malawi and to Barbados. He has served as a consultant to various government and private agencies in Bangladesh, Barbados, Botswana, Egypt, Ethiopia, Indonesia, Jamaica, Jordan, Liberia, Malawi, Namibia, Oman, Saudi Arabia, Singapore, United States, Viet Nam, and Yemen.

Review :
From reviews of the book:   “I find the style of this text very engaging and accessible for students.  The checklists in the item creation chapters and the examples throughout are very strong and [are] concrete ways to solidify sometimes abstract or new concepts for students. . . . The key strengths to this text are the number and quality of examples and visual aids (charts, tables) that clarify concepts for beginning assessment students.  Another strength is the applied approach to writing assessment items.”   --Heidi Legg Burross, University of Arizona   “In my opinion, this is the most comprehensive and user-friendly textbook on classroom assessment currently in publication.  It is appropriate for both undergraduate and graduate courses, it supports the course objectives well, and the students like it and praise it. . . . An overall benefit of this text is that it parallels the content we have selected for this course so well that we can eliminate some of the lecture material that we traditionally used and focus more on the practical application of the principles.”   --Kathryn Anderson Alvestad, University of Maryland, College Park     “This textbook has been thorough in each of its editions, reflecting the contemporary issues, practices and thought related to educational assessment with no glaring omissions. The authors have done a fine job in covering the relevant topics both in the necessary depth and scope appropriate for an introductory educational assessment course. . . . The writing, illustrations, and graphics are clear and engaging, making the textbook a favorite among our graduate students.”   --Charles Thomas, George Mason