Developing and Using Classroom Assessments: Pearson New International Edition

For Test and Measurement courses. Also appropriate as a supplement in an Educational Psychology or Teaching Methods course where assessment is given more than cursory treatment. This brief, inexpensive text 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.

Table of Contents:
Chapter 1: 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   Chapter 2: 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   Chapter 3: 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   Chapter 4: Gathering Evidence of Validity    Levels of Cognitive Complexity    Components of Performance Objectives    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   Chapter 5: Generalizing Performance    Why Observations Do Not Generalize    Methods for Detecting Inconsistencies    Techniques for Improving Generalizability    Relation of Generalizability to Validity    Summary    Key Terms    Answers: Apply What You are Learning    Something to Try    Additional Reading   PART 2 — How to Develop, Administer, and Score Written Tests    Chapter 6: Completion Items    What Completion Items Can Do    Qualities Completion Items Should Have    Practice With Applying These Desired Qualities to Completion Items    Summary    Key Terms    Answers: Apply What You Are Learning    Something to Try   Chapter 7: Essay Items    What Essay Items Can Do    Qualities Essay Items Should Have    Practice With Applying These Desired Qualities to Essay Items    Scoring Students’ Responses to Essay Items    Summary    Key Terms    Answers: Apply What you are Learning    Something to Try    Additional Reading   Chapter 8: Multiple-Choice Items    What Multiple-Choice Items Can Do    Qualities Multiple-Choice Items Should Have    Practice With Applying These Desired Qualities To Multiple-Choice Items    Variations of Multiple-Choice Items    Optimal Number of Choices    Summary    Key Terms    Answers: Apply What You Are Learning    Something to Try    Additi