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| Preface | |
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| Characteristics of Assessments | |
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| Basic Definitions | |
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| Definitions | |
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| A Test Is a Sample | |
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| Tests Are Behavior | |
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| Tests Are Given Under Standard Conditions | |
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| The Purposes of Assessment | |
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| The Qualities of Assessment | |
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| Questions for Reflection | |
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| History of Testing | |
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| University Tests | |
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| Rice and Educational Evaluation | |
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| The Progressive Movement | |
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| Assessing Exceptionality: Binet and Terman | |
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| The Rise of Standardized Testing | |
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| Feminism and Testing | |
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| Current Reforms: National Tests and Authentic Assessment | |
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| Questions for Reflection | |
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| Goals and Objectives | |
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| Instruction, Learning, and Assessment | |
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| Goals vs. Objectives | |
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| Measurable vs. Nonmeasurable Objectives | |
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| Levels of Specificity | |
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| Questions for Reflection | |
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| Reliability | |
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| Reliability in Classroom Tests: True/False Tests | |
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| Reliability of Performance Assessments | |
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| Writing | |
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| Oral Reports | |
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| Group Work | |
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| The Reliability of Standardized Tests | |
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| Test-Retest Reliability | |
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| Alternate Form Reliability | |
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| Split Half-Reliability | |
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| Internal Consistency | |
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| Questions for Reflection | |
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| Validity | |
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| The Validity of Classroom Assessments | |
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| Content Validity | |
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| Validity Issues Primarily Associated with Standardized Tests | |
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| Criterion Validity | |
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| Construct Validity | |
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| Face Validity | |
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| Questions for Reflection | |
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| Descriptive Statistics | |
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| Size | |
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| Measures of Central Tendency | |
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| The Unweighted Mean | |
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| The Weighted Mean | |
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| The Median | |
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| The Mode | |
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| Different Uses for Different Measures of Central Tendency | |
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| Measures of Dispersion | |
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| Range | |
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| The Standard Deviation | |
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| The Meaning of the Standard Deviation | |
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| Questions for Reflection | |
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| Correlation | |
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| Computing the Correlation Coefficient | |
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| Causality | |
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| Reliability | |
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| Validity | |
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| Questions for Reflection | |
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| Traditional Teacher-Made Tests | |
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| The Taxonomy of Instructional Objectives | |
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| What Is a Toxonomy? | |
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| The Psychomotor Domain | |
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| The Cognitive Domain | |
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| The Six Levels of the Taxonomy | |
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| Examples | |
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| The Verb Method of Writing Objectives | |
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| Elaborating the Verbs | |
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| The Affective Domain | |
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| Questions for Reflection | |
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| Developing a Table of Specifications | |
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| A Table of Specifications | |
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| Questions for Reflection | |
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| Objective Items | |
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| True-False Items | |
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| The Use of True-False Tests | |
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| Multiple-Choice Items | |
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| Matching Items | |
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| Answer Bank Fill-in-the-Blanks Tests | |
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| Questions for Reflection | |
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| Item Analysis | |
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| Norm-Referenced and Criterion-Reference Tests | |
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| Items on Norm-Referenced Tests | |
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| Items on Criterion-Referenced Tests | |
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| Are Classroom Tests Norm-Referenced or Criterion-Referenced? | |
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| Item Analysis of Classroom Tests | |
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| Difficulty | |
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| Discrimination | |
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| Item Analysis Is Not Just for Objective Items | |
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| What to Do About a Defective Item | |
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| Questions for Reflection | |
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| Subjective Items | |
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| Fill-in-the-Blanks Items | |
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| Short-Answer Items | |
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| Definitions | |
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| Lists | |
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| Questions for Reflection | |
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| Essay Items | |
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| Creating Essay Questions That Promote Success | |
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| Grading Essay Items | |
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| Questions for Reflection | |
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| Grading | |
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| Qualitative vs. Quantitative Grading | |
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| Qualitative Grading: Free Narratives and Standardized Narratives | |
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| Qualitative Grading: Checklists | |
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| Qualitative Grading: Descriptive Categories and Letter Grades | |
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| Quantitative Grading: Tough Graders vs. Kind Graders | |
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| Quantitative Grading: Numbers vs. Letters | |
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| Quantitative Grading Schemes: Point Systems vs. Averages | |
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| Norm-Referenced vs. Criterion-Referenced Grading | |
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| Grade Inflation | |
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| The Lake Wobegon Effect | |
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| Miscellaneous Grading Practices | |
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| Extra Credit | |
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| Dropping the Lowest Grade | |
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| Separation | |
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| Talking About Grades with Students and Parents | |
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| Guidelines | |
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| Questions for Reflection | |
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| Accommodations for Exceptional Individuals | |
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| Accommodating Students' Needs | |
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| The I.E.P. | |
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| The Diagnosis | |
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| Learning Objectives | |
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| Level of Services | |
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| Assessment Accommodations | |
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| Timing | |
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| Location | |
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| Oral Administration | |
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| Item Types | |
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| Content | |
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| Accommodations in Performance-Based Assessments | |
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| Questions for Reflection | |
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| Performance-Based Assessment | |
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| Rubrics | |
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| Rubrics in Traditional Testing | |
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| Essay Test Items | |
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| Two Basic Rubrics | |
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| Translating Rubrics into Grades, and So On | |
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| Rubrics and Performance Assessment | |
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| Journals | |
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| Oral Reports | |
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| Group Process | |
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| Drawings for Content | |
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| Portfolios | |
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| Rubrics and Teacher Evaluation | |
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| Questions for Reflection | |
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| Assessing Writing for Content | |
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| Assessing Young Students' Writing for Facts | |
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| Book Publishing | |
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| Assessing Content with Middle School Children | |
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| Questions for Reflection | |
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| Assessing Writing for Writing Skills | |
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| Exercises About Writing | |
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| Spelling | |
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| Grammar | |
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| Organization | |
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| Vivid Writing | |
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| Documentation | |
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| Poetry | |
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| Rubrics Integrating Content and Writing Skills | |
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| Questions for Reflection | |
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| Journals | |
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| Writing Journals | |
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| Activity vs. Feedback vs. Assessment as Goals for Writing Journals | |
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| When Should Journals Not Be Assessed? | |
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| Journal Rubrics | |
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| Did'em Journal Rubrics | |
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| Raw Journal Rubrics | |
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| Refined Journal Rubrics | |
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| Mathematics Journals | |
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| Math Problem Journals | |
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| Math Use Journals | |
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| Teacher Journals | |
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| Questions for Reflection | |
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| Projects | |
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| Goals of Projects | |
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| Conveying Goals to Students and Parents | |
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| Creativity | |
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| Science Fair Projects: Instructional Objectives and Beyond | |
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| The Problem of Authorship | |
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| Questions for Reflection | |
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| Oral Reports | |
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| Class Participation | |
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| Content and Organizational Objectives in Oral Reports | |
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| Content | |
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| Organization | |
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| Presentation Objectives | |
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| Guided Responses | |
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| Mechanism | |
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| Complex Overt Response | |
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| Adaption | |
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| Origination | |
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| Putting It All Together | |
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| Confidence and Stage Fright | |
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| Questions for Reflection | |
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| Group Work | |
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| Assessing Group Process | |
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| What Are Important Process Skills? | |
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| Group Process Assessment | |
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| Assessing Content | |
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| Talking to Parents About Group Assessment | |
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| Questions for Reflection | |
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| Portfolios | |
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| Creating Portfolios | |
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| What Goes into a Portfolio? | |
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| Who Selects the Items in a Portfolio? | |
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| Managing Portfolios | |
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| Audiences for Portfolios | |
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| Portfolios for Students | |
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| Portfolios for Parents | |
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| Portfolios for a Child Study Team | |
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| Portfolios for Future Educators | |
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| Portfolios for Evaluation | |
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| The Reliability and Validity of Portfolio Assessments | |
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| Questions for Reflection | |
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| Authentic Assessment | |
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| Beyond Unit Objectives | |
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| Integrating Traditional and Performance-Based Assessment | |
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| The Role of Standardized Tests in Authentic Assessment | |
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| Question for Reflection | |
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| The Normal Distribution | |
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| Pascal's Triangle | |
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| Probability and Biology | |
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| The Normal Distribution and the Standard Deviation | |
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| Z-Scores | |
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| Questions for Reflection | |
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| Standardized Tests | |
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| Intelligence Tests | |
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| Origins | |
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| Types of Items on Intelligence Tests | |
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| Verbal Items | |
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| Performance Items | |
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| Current Tests | |
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| Interpretation of Scores | |
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| Bias in Intelligence Tests | |
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| Ethnic Minorities | |
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| Linguistic Minorities | |
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| Interpreting IQ Tests to Parents | |
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| Questions for Reflection | |
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| The Role of Intelligence Tests in Special Education | |
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| The Identification Process | |
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| Referral | |
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| Child Study Team | |
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| Diagnosis | |
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| The Individual Educational Plan (I.E.P.) | |
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| Classifications Involving Intelligence Tests | |
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| Giftedness | |
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| Retardation | |
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| Learning Disability | |
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| Developmental Delay | |
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| Cultural Disadvantagement | |
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| Questions for Reflection | |
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| Achievement Test Batteries | |
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| Praxis I | |
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| Iowa Tests of Basic Skills (ITBS) | |
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| Evaluation of the Test | |
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| Stanford Achievement Test (Stanford-9) | |
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| Competency Testing | |
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| Program Evaluation | |
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| Educational Research | |
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| Questions for Reflection | |
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| Special Achievement Tests and the Assessment of Reading | |
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| Readiness Tests | |
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| Reading Tests | |
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| Other Specific Achievement Tests | |
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| Sources of Information About Tests | |
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| Test Manuals | |
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| Research | |
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| Test Encycolpedias | |
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| Question for Reflection | |
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| Interpreting Standardized Tests to Parents and Standardized Tests in Teacher Evaluation | |
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| Parent-Teacher Conferences | |
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| Standardized Tests in Teacher Evaluation | |
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| Teaching to the Test | |
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| Questions for Reflection | |
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| Glossary | |
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| Annotated Bibliography | |
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| Index | |