Classroom assessment : what teachers need to know
著者
書誌事項
Classroom assessment : what teachers need to know
Allyn & Bacon, c2005
4th ed
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This well-written book is grounded in the reality of teaching today to show real-world teachers who want to use assessment in their classrooms the latest tools necessary to teach more effectively.
Written in Jim Popham's characteristic witty style, the Fourth Edition of Classroom Assessment addresses the range of assessments that teachers are likely to use in their classrooms. Educational assessment has been changed by the forces of accountability and this new edition now addresses the central issue of how classroom assessment can effectively benefit students when carried out in the context of accountability tests. Issues such as the No Child Left Behind Act (NCLB) that directly impact classroom testing and teaching, are discussed to present readers with a series of practical action options. In addition, the text continues to analyze more traditional issues such as validity and reliability and discusses the alternative assessments used in today's classrooms.
目次
Each chapter concludes with "Chapter Summary," "Self-Check," "Pondertime," "Self-Check Key," "Additional Stuff," "Nonprint Stuff," and "Cyber Stuff."
To the Reader.
1. Why Do Teachers Need to Know about Assessment.
Federal Laws Trump.
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 Reliability.
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.
A Special Problem in Assessing Special Students.
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.
The Impact of High-Stakes Tests on your Classroom.
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?
Identifying Suitable Tasks for Performance Assessment.
Identifying Scoring Criteria.
Two Illustrative Performance-Test Tasks and a Scoring System.
Rubrics: The Wretched and the Rapturous.
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 of Students?
Appendix: Four Self-Report Affective Inventories: Description and Use.
Glossary.
Index.
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