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Preface | |
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The Breadth of Classroom Assessment | |
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Purposes of Assessment | |
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Phases of Classroom Assessment | |
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Assessment, Testing, Measuring, and Evaluations | |
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Three General Ways to Collect Data | |
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Student Products, Observation, and Oral Questioning | |
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Standardized and Nonstandardized Assessments | |
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Appopria | |
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Appropriateents: Valid and Reliable Ethical | |
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Issues and Responsibilities | |
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Learning About Students | |
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Early Assessment Gathering | |
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Information about Students | |
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Sources of Information about Students | |
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Forming Student Descriptions | |
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Concerns about Accuracy and Validity | |
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Identifying Special Needs | |
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Improving Early Assessments | |
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Lesson Planning and Assessment Objectives | |
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The Instructional Process | |
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Instructional Planning | |
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Three Levels of Teaching Objectives | |
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Three Domains of Objectives | |
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Stating and Constructing Objectives | |
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Lesson Plans Textbook Objectives and Assessments | |
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State Content Standards Improving the Tie between Planning and Assessment | |
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Assessment During Instruction | |
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Assessment Tasks during Instruction Validity and Reliability in Instructional | |
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Assessment Improving | |
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Assessment during Instruction | |
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Questioning: Purposes and Strategies | |
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Accommodations during Instruction | |
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Summative Assessments | |
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Formative and Summative Assessments | |
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The Logic of Summative Assessments | |
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Planning a Summative Assessment | |
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Preparing Students for Official Assessments | |
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Creating Achievement Tests | |
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Selection and Supply Test | |
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Items Higher-Level Questions | |
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Guidelines for Writing and Critiquing Test Items | |
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Improving Achievement Tests | |
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Assembling Tests | |
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Administering Tests | |
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Issues of Cheating Scoring Paper-and-Pencil Tests | |
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Analying Item Validity Discussing Test | |
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Results wAnalyzingents Universal | |
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Design and Test Accommodations | |
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Performance Assessments | |
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The General Role of Performance Assessments | |
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Performance Assessment in Schools Developing | |
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Performance Assessments | |
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Anecdotal Records, Checklists, and Rating Scales | |
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Rubrics Portfolios Validity and Reliability of Performance Assessments | |
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Grading Rationale and Difficulties of Grading | |
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Grading as Judgment Four Types of Comparison for Grading | |
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Grading for Cooperative Learning and Students with Disabilities | |
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Deciding What to Grade Summarizing Various Types of Assessment | |
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Two Approaches to Assigning Grades | |
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Other Methods of Reporting Student Progress | |
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Commercial Standardized Achievement Tests | |
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How Commercial Achievement Tests are Created | |
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Administering the Test | |
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Interpreting Scores Three Examples of Test | |
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Interpretation The Validity of Commercial Achievement Tests | |
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Computer-Based Technology and Classroom Assessment | |
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Growth of Educational Technology | |
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Computers and the Instructional Process | |
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Computers are Toolboxes Computers and Assessment | |
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During Instruction Computers and Summative | |
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Assessment Classroom Assessment: Summing Up | |
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Standards for Teacher Competence in Educational Assessment of Students | |
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Taxonomy of Educational Objectives (Major Categories and Illustrative Objectives) | |
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Sample Individual Education Plan | |
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Statistical Applications for Classroom Assessment | |
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Some Resources for Identifying Special Needs | |
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Glossary | |
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References | |
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Name Index | |
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Subject Index | |