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| Brief Contents | |
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| Introduction to Student-Involved Assessment FOR Learning | |
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| Classroom Assessment for Student Success | |
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| Understanding Why We Assess | |
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| Defining Achievement Standards for Assessment | |
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| Designing Quality Assessments | |
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| Understanding Assessment Methods | |
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| Selected Response Assessment | |
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| Essay Assessment | |
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| Performance Assessment | |
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| Personal Communication as Assessment | |
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| Assessing Dispositions | |
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| Communicating Assessment Results | |
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| Managing and Communicating Achievement Information | |
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| Report Cards: Assessments OF Learning | |
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| Portfolios and Conferences Involve Students in Communication | |
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| Communicating with Standardized Test Scores | |
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| Derivation of Common Norm-Referenced Scores | |
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| Rubrics for Evaluating Assessment Quality | |
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| References | |
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| Index | |
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| Detailed Contents | |
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| Introduction to Student-Involved Assessment FOR Learning | |
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| Become a Reflective Learner | |
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| Keep a Journal to Watch Yourself Grow | |
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| Form a Learning Team or Study Group | |
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| Companion Website | |
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| Classroom Assessment for Student Success | |
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| Chapter Focus | |
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| Our Classroom Assessment Responsibilities | |
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| A Story of Assessment for Student Success | |
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| Success from the Student's Point of View | |
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| The Keys to Success | |
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| Some Students Aren't So Lucky | |
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| Other Potential Problems | |
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| Anticipating and Avoiding Assessment Problems | |
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| Understanding Assessment Validity | |
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| Understanding Assessment Reliability | |
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| The Changing Role of Assessment | |
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| Your Assignment in Standards-Driven Schools | |
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| Important Benefits to You | |
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| A Fundamental Assessment Belief | |
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| Assessment and Student Motivation | |
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| Guides to Valid and Reliable Assessment | |
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| Guiding Principle 1: Classroom Assessments Can Both Promote and Verify Student Learning | |
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| Guiding Principle 2: Clear and Appropriate Achievement Targets Are Essential | |
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| Guiding Principle 3: Accurate Classroom Assessment Is Essential | |
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| Guiding Principle 4: Sound Assessments Communicate Results Effectively | |
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| The Power of Student Involvement | |
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| Summary: The Importance of Sound Assessment | |
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| Practice with | |
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| Ideas | |
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| Understanding Why We Assess | |
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| Chapter Focus | |
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| The Big Assessment Picture | |
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| Classroom Users and Uses | |
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| Program-Level Users | |
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| Institutional- or Policy-Level Users | |
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| Generalizations Across Users and Uses | |
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| Therefore, the Keys to Assessment FOR Learning | |
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| Summary: Assessment for Many Purposes | |
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| Practice with | |
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| Ideas | |
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| Defining Achievement Standards for Assessment | |
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| Chapter Focus | |
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| Validity from a Different Perspective | |
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| Defining Achievement Targets | |
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| The Benefits of Clear and Appropriate Targets | |
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| Control Over Your Professional Success | |
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| Student Academic Self-Efficacy | |
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| Greater Efficiency | |
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| Accurate Classroom Assessments | |
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| Sources of Information About Achievement Standards | |
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| State and Local Standards | |
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| Your Local Written Curriculum | |
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| Professional Networking | |
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| Types of Achievement Targets | |
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| Knowing and Understanding Targets | |
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| Reasoning Targets | |
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| Performance Skill Targets | |
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| Product Development Targets | |
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| Dispositional Targets | |
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| Summary of Targets | |
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| The Critical Standards-Classroom Targets Connection | |
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| Deconstructing Standards | |
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| Student-Friendly Targets | |
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| Summary: Clear Targets Are Essential for Sound Assessment | |
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| Practice with | |
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| Ideas | |
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| Designing Quality Assessments | |
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| Chapter Focus | |
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| The Assessment Options | |
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| Selected Response Assessment | |
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| Essay Assessment | |
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| Performance Assessment | |
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| Personal Communication as Assessment | |
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| Keep the Options in Balance | |
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| Design Feature 1: Matching Methods with Targets | |
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| Important Things to Remember | |
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| Assessing Knowledge and Understanding | |
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| Assessing Reasoning Proficiency | |
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| Assessing Mastery of Performance Skills | |
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| Assessing Proficiency at Creating Products | |
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| Assessing Dispositions | |
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| The Other Key Features of Quality Assessments | |
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| Design Feature 2: Build the Assessment of Quality Ingredients | |
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| Design Feature 3: Sample Achievement Appropriately | |
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| Design Feature 4: Minimize Bias | |
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| Assessment FOR Learning | |
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| Summary: A Vision of Excellence in Classroom Assessment | |
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| Practice with | |
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| Ideas | |
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| Understanding Assessment Methods | |
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| Selected Response Assessment | |
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| Chapter Focus | |
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| The Most Traditional Assessment Methods | |
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| The Foundations of Assessment Quality | |
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| Matching Methods to Targets | |
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| Assessing Knowledge Mastery | |
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| Assessing Reasoning | |
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| Assessing Performance Skills | |
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| Assessing Products | |
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| Summary of Target Matches | |
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| The Steps in Assessment Development | |
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| Preparing a Blueprint | |
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| Selecting the Specific Material to Assess | |
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| Additional Thoughts on Steps 1 and 2 | |
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| Step 3: Building Test Items from Propositions | |
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| Fine Tuning Assessment Applications | |
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| Mix Formats | |
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| Use Interpretive Exercises | |
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| Format the Test Carefully | |
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| Work Backwards to Verify Test Quality | |
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| Some Final Issues and Reminders | |
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| Barriers to Sound Selected Response Assessment | |
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| Student Involvement in Selected Response Assessment | |
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| Summary: Productive Selected Response Assessment | |
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| Practice with | |
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| Ideas | |
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| Essay Assessment | |
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| Chapter Focus | |
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| Assessment Based on Subjective Judgment | |
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| Essay Assessment at Work in the Classroom | |
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| The Foundations of Assessment Quality | |
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| When to Use Essay Assessment | |
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| Understanding Reliability: The Role of Judgment in Scoring | |
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| Matching Method to Targets | |
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| Assessing Knowledge and Understanding | |
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| Assessing Reasoning | |
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| Assessing Performance Skills | |
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| Assessing Product Development Capabilities | |
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| Summary of Target Matches | |
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| Developing Essay Assessments | |
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| Practice Exercise | |
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| Assessment Planning | |
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| Exercise Development | |
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| Developing Essay Scoring Procedures | |
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| Barriers to Sound Essay Assessment | |
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| Student Involvement in Essay Assessment | |
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| Summary: Tapping the Potential of Essay Assessment | |
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| Practice with | |
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| Ideas | |
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| Performance Assessment | |
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| Chapter Focus | |
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| Assessment Based on Observation and Professional Judgment | |
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| The Promise and Perils of Performance Assessment | |
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| The Foundations of Quality | |
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| When to Use Performance Assessment | |
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| Performance Assessment Is a Matter of Judgment | |
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| Understanding Reliability: Inter-Rater Agreement | |
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| Matching Method to Targets | |
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| Assessing Knowledge | |
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| Assessing Reasoning | |
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| Assessing Performance Skills | |
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| Assessing Products | |
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| Summary of Target-Performance Assessment Matches | |
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| Developing Performance Assessments | |
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| Never Lose Track of Your Purpose | |
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| Defining Performance | |
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| Devising Performance Tasks | |
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| Fine Tuning Your Use of Performance Assessments | |
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| Checking for Bias or Errors in Judgment | |
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| Barriers to Sound Performance Assessment | |
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| Think Assessment FOR Learning: Involve Students in Performance Assessment | |
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| Summary: Thoughtful Development Yields Sound Assessments and Energized Students | |
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| Practice with | |
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| Ideas | |
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| Personal Communication as Assessment | |
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| Chapter Focus | |
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| Classroom Interaction as Evidence of Learning | |
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| The Unique Power of Personal Communication | |
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| The Foundations of Quality Assessment | |
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| When to Use Personal Communication | |
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| Understanding Validity and Reliability Issues | |
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| Matching Method to Targets | |
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| Assessing Knowledge and Understanding | |
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| Assessing Reasoning | |
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| Assessing Performance Skills and Products | |
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| Summary of Target Matches | |
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| The Many Forms of Personal Communication as Assessment | |
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| Instructional Questions and Answers | |
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| Conferences and Interviews | |
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| Class Discussions | |
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| Oral Examinations | |
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| Journals and Logs: Naturals as Assessments FOR Learning | |
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| Student-Involved Assessment FOR Learning | |
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| Summary: Person-to-Person Assessment | |
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| Practice with | |
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| Ideas | |
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| Assessing Dispositions | |
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| Chapter Focus | |
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| School Is Not Just About Academic Achievement | |
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| Assessment FOR Learning Involves Student Dispositions | |
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| Dispositions as Means to an End | |
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| Remain Mindful of Standards of Assessment Quality | |
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| But There Is One Critical Difference | |
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| Two Very Important Ground Rules | |
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| Ground Rule 1: Remember, This Is Personal | |
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| Ground Rule 2: Stay in Bounds | |
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| Defining Affect as It Relates to Dispositions | |
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| School-Related Attitudes | |
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| School-Related Values | |
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| Academic Self-Efficacy | |
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| Interests | |
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| Academic Aspirations | |
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| Assessment Anxiety | |
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| Dispositions, Student Confidence, and Assessment FOR Learning | |
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| Variations in Dispositions | |
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| Exploring the Assessment Options | |
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| Matching Method to Targets | |
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| Questionnaires | |
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| Performance Observations as Assessments of Dispositions | |
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| Personal Communication as a Window to Student Feelings | |
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| Summary: Dispositions Can Help Us Boost Achievement | |
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| Practice with | |
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| Ideas | |
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| Communicating Assessment Results | |
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| Managing and Communicating Achievement Information | |
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| Chapter Focus | |
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| The Information Management Challenges | |
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| The Conditions Underpinning Effective Information Management | |
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| The Information Management Options | |
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| When Planning for Information Management, Context Is Everything | |
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| Information Management in Assessment FOR Learning Contexts | |
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| Informing Students About Themselves | |
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| Diagnosing Student Needs | |
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| Information Management in Assessment OF Learning Contexts | |
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| Assigning Report Card Grades | |
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| Other Assessment OF Learning Contexts | |
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| The Challenges to Effective Information Sharing | |
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| The Risk of Accountability | |
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| The Challenge of Too Little Time | |