Classroom assessment : principles and practice for effective instruction

著者

書誌事項

Classroom assessment : principles and practice for effective instruction

James H. McMillan

Allyn and Bacon, c1997

  • : pbk

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注記

Includes bibliographical references (p. 380-383) and index

内容説明・目次

内容説明

Intended for a first course on testing and measurement, assessment, or pupil evaluation taught in schools or departments of education. This text embodies the notion that student evaluation is an integral part of teaching, not something that is only done after instruction in order to measure what students have learned. It is designed to provide prospective and practicing teachers with a concise presentation of assessment principles that clearly and specifically relate to instruction; current research and new directions in the field of assessment; and practical and realistic examples and suggestions.

目次

All chapters conclude with 'Summary,' 'Self-Instructional Review Exercises,' 'Answers to Self-Instructional Review Exercises,' and 'Suggestions for Action Research.' 1. The Role of Assessment in Teaching. Integrating Instruction and Assessment. The Realities of Teaching Instructional Decision-Making and Assessment. What Is Classroom Assessment? Purpose Measurement Evaluation Use. Research on Learning, Motivation, and Instruction: Implications for Assessment. Recent Trends in Classroom Assessment. Assessment Standards for Teachers. Whats Coming. 2. Establishing Learning Targets. What Are Learning Targets? Educational Goals Objectives Standards-Based Education Expectations Criteria Learning Targets. Types of Learning Targets. Knowledge Learning Targets Reasoning Learning Targets Skill Learning Targets Product Learning Targets Affective Learning Targets. Sources of Learning Targets. Blooms Taxonomy Professional Preparation Textbooks Existing Lists of Objectives National Standards. Criteria for Selecting Learning Targets. 3. Establishing High Quality Classroom Assessments. What Is High Quality Classroom Assessment? Clear and Appropriate Learning Targets. Appropriateness of Assessment Methods. Types of Assessment Methods Matching Targets with Methods. Validity. What Is a Valid Assessment? How Is Validity Determined? Reliability. Fairness. Student Knowledge of Learning Tasks and Assessments Opportunity to Learn Prerequisite Knowledge and Skills Avoiding Teacher Stereotypes Avoiding Bias in Assessment Tasks and Procedures. Positive Consequences. Positive Consequences on Students Positive Consequences on Teachers. Practicality and Efficiency. Teacher Familiarity with the Method Time Required Complexity of Administration Ease of Scoring Ease of Interpretation Cost. 4. Assessment Prior to Instruction. Before School Begins: What Do You Know About Your Students? School Records Standardized Tests State and District Achievement Tests Use of Standardized, State, and District Tests Information Cards. After the First Week: Now What Do You Know About Your Students? Informal Observation Structured Exercises Pretests. Teacher Expectations. High Quality Pre-Instructional Assessment. Clear and Appropriate Learning Targets Appropriateness of Assessment Methods Validity Reliability Fairness Positive Consequences Practicality and Efficiency. 5. Assessing Student Progress. Formative and Summative Assessment. Informal Observation. Assessing Nonverbal Behavior Assessing Voice-Related Cues Sources of Error in Informal Observation. Using Questions to Assess Student Progress. Purposes of Questions Characteristics of Effective Questioning to Assess Student Progress. Providing Feedback and Praise. Characteristics of Effective Feedback Characteristics of Praise. 6. Assessing Knowledge: Objective Items. Preparing for Summative Assessment. Representative Sampling Length and Number of Assessments Use of Assessments Provided by Publishers Preparing Students for Summative Assessments Scheduling the Assessment(s) When Summative Assessments Should be Constructed. Types of Knowledge Targets. Knowledge Representation Declarative Knowledge Procedural Knowledge Assessing Recall Knowledge. Completion and Short-Answer Items Matching Items True-False and Other Binary-Choice Items Multiple-Choice Items. Assessing Student Understanding: Comprehension and Application. Assessing Comprehension with Objective Items Assessing Application with Objective Items. Putting Objective Tests Together. Preparing Test Directions Arranging Items Physical Layout of the Test. 7. Assessing Knowledge and Reasoning: Objective and Essay Items. What Are Reasoning Skills? Blooms Taxonomy of the Cognitive Domain Ennis Taxonomy of Critical Thinking Dispositions and Abilities Quellmalz Framework for Reasoning Skills Marzanos Dimensions of Learning. Assessing Reasoning. Objective Items Essay Items. 8. Assessing Knowledge, Reasoning, Skills, and Products: Performance-Based Assessment. What Is Performance-Based Assessment? Learning Targets for Performance-Based Assessments. Skills Products. Constructing Performance Tasks. Restricted- and Extended-Type Performance Tasks Performance Task Descriptions Performance Task Question or Prompt. Scoring Criteria, Rubrics, and Procedures. Criteria Rating Scales Developing Scoring Criteria. 9. Using Portfolios to Assess Reasoning, Skills, and Products. What are Portfolios? Advantages Disadvantages. Planning for Portfolio Assessment. Purpose Identify Physical Structure Determine Sources of Content Determine Student Self-Reflective Guidelines and Scoring Criteria. Implementing Portfolio Assessment. Review with Students Supplying Portfolio Content Student Self-Evaluations Teacher Evaluation Student-Teacher Conferences. 10. Assessing Affective Traits and Learning Targets. Are Affective Targets Important? What Are Affective Traits and Learning Targets? Attitude Targets Value Targets Motivation Targets Academic Self-Concept Targets Social Relationship Targets Classroom Environment Targets Affective Domain of the Taxonomy of Educational Objectives. Methods of Assessing Affective Targets. Teacher Observation Student Self-Report Peer Ratings Which Method or Combination of Methods Should I Use? Assuring Anonymity. 11. Using Assessment for Grading and Reporting. Teachers Judgments. Functions of Marking, Grading, and Reporting. Functions of Marking and Grading in the Classroom Approaches to Marking and Grading Functions of Grading and Reporting Outside the Classroom. Determining Report Card Grades. Select What to Include in the Final Grade Select Weights for Each Assessment Combining Different Scores and Grades Suggestions for Fair Grading. Reporting Student Progress to Parents. Written Information Parent-Teacher Conferences. 12. Assessing Mainstreamed Students. Legal Mandates. Assessing Students for Identification. Steps Prior to Identification Identification. Assessment Problems Encountered by Students with Disabilities. Comprehension Difficulties Auditory Difficulties Visual Difficulties Time Constraint Difficulties Anxiety Embarrassment Variability of Behavior. Assessment Accommodations. Adaptations in Test Directions and Construction Adaptations in Test Administration Adaptations in Testing Site Grading Accommodations Reporting Accommodations. 13. Administering and Interpreting Standardized Tests. Fundamental Descriptive Statistics. Frequency Distributions Measures of Central Tendency Measures of Variability Standard and Grade Equivalent Scores Measures of Relationship. Interpreting Standardized Tests. Standard Error of Measurement Interpretation of Norm-Referenced Standardized Tests Criterion-Referenced Interpretations. Understanding Standardized Test Score Reports. Interpreting Test Reports for Parents. Preparing Students for Taking Standardized Tests. Administering Standardized Tests. References. Appendix A. National Content Standards Projects. Appendix B. Software Packages for Grading and Item Banking. Index.

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