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| The Measurement and Assessment Process | |
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| Educational Testing and Assessment: Context, Issues, and Trends | |
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| Educational Assessment: Barometer and Lever of Reform | |
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| Five Decades of Test-Based Educational Reform | |
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| Technological Advances in Testing and Assessment | |
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| Public Concern About Testing and Assessment | |
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| The Role of Measurement and Assessment in Teaching | |
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| Instructional Decisions Requiring Assessment Data | |
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| Assessment, Test, and Measurement | |
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| General Principles of Assessment | |
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| Assessment and the Instructional Process | |
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| Types of Assessment Procedures | |
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| Summary of Assessment Categories | |
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| Instructional Goals and Objectives: Foundation for Assessment | |
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| Instructional Objectives as Learning Outcomes | |
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| From Overly Specific Objectives to the Thinking Curriculum | |
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| Method of Stating Instructional Objectives | |
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| Validity | |
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| Nature of Validity | |
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| Major Considerations in Assessment Validation | |
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| Content Considerations | |
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| Construct Considerations | |
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| Assessment-Criterion Relationships | |
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| Consideration of Consequences | |
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| Factors Influencing Validity | |
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| Reliability and Other Desired Characteristics | |
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| Nature of Reliability | |
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| Determining Reliability by Correlation Methods | |
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| Standard Error of Measurement | |
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| Factors Influencing Reliability Measures | |
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| Reliability of Assessments Evaluated in Terms of a Fixed Performance Standard | |
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| Usability | |
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| Classroom Tests and Assessments | |
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| Planning Classroom Tests and Assessments | |
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| The Purpose of Classroom Testing and Assessment | |
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| Developing Specifications for Tests and Assessments | |
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| Selecting Appropriate Types of Items and Assessment Tasks | |
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| Considerations in Preparing Relevant Test Items and Assessment Tasks | |
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| Constructing Objective Test Items: Simple Forms | |
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| Short-Answer Items | |
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| True-False or Alternative-Response Items | |
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| Matching Exercises | |
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| Constructing Objective Test Items: Multiple-Choice Forms | |
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| Characteristics of Multiple-Choice Items | |
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| Uses of Multiple-Choice Items | |
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| Advantages and Limitations of Multiple-Choice Items | |
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| Suggestions for Constructing Multiple-Choice Items | |
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| Measuring Complex Achievement: The Interpretive Exercise | |
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| Nature of the Interpretive Exercise | |
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| Forms and Uses of the Interpretive Exercise | |
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| Advantages and Limitations of Interpretive Exercises | |
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| Suggestions for Constructing Interpretive Exercises | |
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| Measuring Complex Achievement: Essay Questions | |
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| Forms and Uses of Essay Questions | |
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| Summary Comparison of Learning Outcomes Measured | |
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| Advantages and Limitations of Essay Questions | |
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| Suggestions for Constructing Essay Questions | |
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| Scoring Criteria | |
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| Suggestions for Scoring Essay Questions | |
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| Measuring Complex Achievement: Performance-Based Assessments | |
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| Types of Performance-Based Assessment | |
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| Advantages and Limitations of Performance Assessments | |
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| Suggestions for Constructing Performance Tasks | |
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| Performance Criteria | |
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| Scoring Rubrics and Rating Scales | |
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| Checklists | |
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| Student Participation in Rating | |
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| Portfolios | |
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| What Qualifies as a Portfolio of Student Work? | |
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| Potential Strengths and Weaknesses of Portfolios | |
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| Purpose of Portfolios | |
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| Guidelines for Portfolio Entries | |
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| Guidelines and Students' Role in Selection of Portfolio Entries and Self-Evaluation | |
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| Evaluation Criteria | |
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| Using Portfolios in Instruction and Communication | |
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| Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report | |
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| Anecdotal Records | |
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| Student Judgments and Reports | |
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| Peer Appraisal | |
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| Self-Report Techniques | |