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| Preface | |
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| Achievement Assessment and Instruction | |
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| Relation Between Instruction and Assessment | |
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| Assessment in the Instructional Process | |
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| Other Ways Assessments Can Aid Learning | |
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| Teachers' Standards for Student Assessment | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Nature of Student Assessment | |
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| Major Types of Assessment Methods | |
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| Guidelines for Effective Student Assessment | |
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| Norm-Referenced and Criterion-Referenced Assessment | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Planning for Assessment | |
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| Using Taxonomies as a Guide | |
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| Role of Instructional Objectives | |
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| Preparing for Assessment | |
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| Types of Assessment Procedures | |
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| Validity and Reliability in Assessment Planning | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Validity and Reliability | |
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| Validity | |
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| Reliability | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Preparing and Using Achievement Tests | |
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| Specifying the Instructional Objectives | |
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| Preparing the Test Specifications | |
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| Considerations in Constructing Relevant Test Items | |
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| General Guidelines for Item Writing | |
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| Arranging the Items in the Test | |
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| Preparing Directions | |
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| Administering and Scoring the Test | |
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| Analyzing the Effectiveness of Test Items | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Writing Selection Items: Multiple Choice | |
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| Nature of Multiple-Choice Items | |
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| Rules for Writing Multiple-Choice Items | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Writing Selection Items: True-False, Matching, and Interpretive Exercise | |
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| True-False Items | |
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| Matching Items | |
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| The Interpretive Exercise | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Writing Supply Items: Short Answer and Essay | |
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| Short-Answer Items | |
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| Essay Questions | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Performance Assessments | |
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| Components of Performance Skills | |
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| Stating Objectives for Performance Assessment | |
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| Restricted and Extended Performance Tasks | |
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| Steps in Preparing Performance Assessments | |
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| Making Performance Assessments More Authentic | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Preparing for Performance Assessments | |
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| Prepare the Environment | |
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| Prepare the Student | |
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| Prepare the Observer | |
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| Diagnostic Performance Assessments | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Portfolio Assessment | |
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| Advantages of Using Classroom Portfolios | |
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| Planning for the Use of Portfolios | |
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| Evaluating the Portfolio | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Grading and Reporting | |
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| Selecting the Basis for Grading | |
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| Combining Data for Grading | |
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| Electronic Grading | |
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| Guidelines for Effective and Fair Grading | |
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| Reporting to Students and Parents | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Interpreting Standardized Achievement Test Scores | |
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| Features of Standardized Achievement Tests | |
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| Interpreting Norm-Referenced Scores | |
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| Criterion-Referenced Interpretation | |
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| Summary of Points | |
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| References and Additional Reading | |
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| Revised Edition of Bloom's Taxonomy of Educational Objectives | |
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| Glossary | |
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| Index | |