Classroom assessment : what teachers need to know
Author(s)
Bibliographic Information
Classroom assessment : what teachers need to know
Allyn and Bacon, c2002
3rd ed
Available at / 4 libraries
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
Classroom Assessment: What Teachers Need to Knowis a brief, practical guide to assessment issues raised in classrooms.
In a friendly, often humorous way, James Popham illustrates the relationship between classroom assessment and the daily instructional decisions a teacher must make. In addition to addressing more traditional issues such as validity and reliability, this book also provides coverage of alternative assessments.
Table of Contents
Each chapter includes "Cyber Stuff" and concludes with a "Chapter Summary."
To the Reader.
1. Why Do Teachers Need to Know about Assessment?
Assessment versus Testing.
Why Should Teachers Know about Assessment? Yesteryear's Answers.
Why Should Teachers Know about Assessment? Today's Answers.
What Do Classroom Teachers Really Need to Know about Assessment?
A Three-Chapter Preview.
2. Reliability of Assessment.
Stability.
Alternate-Form Reliability.
Internal Consistency Reliability.
Three Coins in the Reliability Fountain.
The Standard Error of Measurement.
What Do Classroom Teachers Really Need to Know about Reliability?
3. Validity.
A Quest for Defensible Inferences.
Validity Evidence.
Content-Related Evidence of Validity.
Criterion-Related Evidence of Validity.
Construct-Related Evidence of Validity.
Sanctioned and Unsanctioned Forms of Validity Evidence.
The Relationship between Reliability and Validity.
What Do Classroom Teachers Really Need to Know about Validity?
4. Absence-of-Bias.
The Nature of Assessment Bias.
Disparate Impact and Assessment Bias.
Judgmental Approaches.
Empirical Approaches.
Bias Detection in the Classroom.
Assessment Accommodations for Students Who Need Them.
What Do Classroom Teachers Really Need to Know about Absence-of-Bias?
5. Deciding What to Assess and How to Assess It.
What to Assess.
A Different Taxonomic Table.
NAEP Frameworks.
How to Assess It.
What Do Classroom Teachers Really Need to Know about What to Assess and How to Assess It?
6. Selected-Response Tests.
Ten (Divided by Two) Item-Writing Commandments.
Binary-Choice Items.
Multiple Binary-Choice Items.
Multiple-Choice Items.
Matching Items.
What Do Classroom Teachers Really Need to Know about Selected-Response Tests?
7. Constructed-Response Tests.
Short-Answer Items.
Essay Items: Development.
Essay Items: Scoring Students' Responses.
What Do Classroom Teachers Really Need to Know about Constructed-Response Tests?
8. Performance Assessment.
What Is a Performance Test?
Why Performance Assessment?
Identifying Suitable Tasks for Performance Assessment.
Identifying Scoring Criteria.
Two Illustrative Performance-Test Tasks and a Scoring System.
Ratings and Observations.
Sources of Error in Scoring Student Performances.
What Do Classroom Teachers Really Need to Know about Performance Assessment?
9. Portfolio Assessment.
Classroom Portfolio Assessment versus Large-Scale Portfolio Assessment.
Key Ingredients in Classroom Portfolio Assessment.
The Pros and Cons of Portfolio Assessment.
What Do Classroom Teachers Really Need to Know about Portfolio Assessment?
10. Affective Assessment.
Why Assess Affect?
The Other Side of the Argument.
Which Affective Variables Should Be Assessed?
How Should Affect Be Assessed in Classrooms?
Self-Report Assessment.
A Set of Modifiable Affective Inventories.
What Kind of Inferences Are at Stake in Affective Assessment?
What Do Classroom Teachers Really Need to Know about Affective Assessment?
11. Improving Teacher-Developed Assessments.
Judgmentally Based Improvement Procedures.
Empirically Based Improvement Procedures.
Item Analysis for Criterion-Referenced Measurement.
What Do Classroom Teachers Really Need to Know about Improving Their Assessments?
12. Instructionally Oriented Assessment.
Instructional Decisions and Assessment Results.
Planning Instruction to Achieve. Assessment-Exemplified Objectives.
What Do Classroom Teachers Really Need to Know about Instructionally Oriented Assessment?
13. Making Sense Out of Standardized Test Scores.
Standardized Tests.
Group-Focused Test Interpretation.
Individual Student Test Interpretation.
What Do Classroom Teachers Really Need to Know about Interpreting Standardized Test Scores?
14. Appropriate and Inappropriate Test-Preparation Practices.
High-Stakes Assessment Arrives.
Assessment Results as Inference Illuminators.
Two Evaluative Guidelines.
Five Test-Preparation Practices.
Applying the Two Guidelines.
What About "Teaching to the Test?"
What Do Classroom Teachers Really Need to know about Test-Preparation Practices?
15. Evaluating Teaching and Grading Students.
Distinction Drawing.
Evaluation of Teaching and the Use of Assessment Data.
An Alternative Data-Gathering Design
What's In a Name?
A Standardized Test's Function.
Differentiation as a Demigod.
Measuring Temperature With a Tablespoon.
Testing-Teaching Mismatches.
A Tendency to Eliminate Important Test Items.
Causality Confusion.
What's a Teacher to Do?
Right Task, Wrong Tools.
Assessment-Based Grading.
Hodgepodge Grading.
Electronic Record-Keeping.
What Do Classroom Teachers Really Need to Know about Assessment-Based Evaluation of Teaching and Grading Students?
Appendix.
Glossary.
Index.
by "Nielsen BookData"
