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| About the Authors | |
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| Acknowledgements | |
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| Why Should I Assess Student Learning in My Classroom? | |
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| Teaching, Learning...and Assessment | |
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| How Do You Define Teaching? | |
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| Assessment and Learning | |
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| Assessment and Teaching: The Light Bulb | |
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| Curriculum, Instruction...and Assessment | |
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| The Roles of Assessment in the Classroom | |
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| Assessment Matters: Improving Student Learning | |
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| Assessment and the Accountability Movement | |
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| Assessment as a Professional Competency | |
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| The Purpose of this Book: Developing Teachers' Competency in Test-Making | |
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| Overview of the Book | |
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| What Makes a Good Test? | |
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| The Student Evaluation Standards | |
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| Validity and Reliability: The Core Principles of Good Assessment Practices | |
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| Validity and Reliability in Everyday Life | |
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| Validity and Reliability of Teacher-Made Tests | |
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| Validity | |
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| Construct Validity | |
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| Content Validity | |
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| Criterion Validity | |
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| Consequential Validity | |
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| Tips for Gauging Validity | |
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| Reliability | |
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| Tips for Ensuring Reliability | |
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| What Does It Mean to Have a Valid and Reliable Test? | |
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| How Do I Create a Good Test? | |
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| Unpack the Standards | |
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| Content | |
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| Level of Cognitive Demand | |
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| Putting It Together | |
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| Create a Table of Specifications | |
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| Unpacking the Standards | |
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| Mapping Objectives | |
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| Determining Emphasis | |
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| Clarify Why, When, and Where to Assess Students' Learning | |
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| Determine Types of Assessment Items | |
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| Determine the Number of Assessment Items, by Type | |
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| Write Test Items That Are Valid and Reliable | |
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| Assemble the Test | |
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| Make Sure That One Item Does Not Give Away the Answer to Another Item | |
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| Provide Clear Directions for Each Portion of the Test | |
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| Place Individual Test Items on One Full Page | |
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| Make Sure the Test Is Neat and Error Free | |
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| Provide Clear and Adequate Response Spaces | |
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| Provide Point Values for Older Students | |
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| Organize the Test by Item Type Format | |
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| Construct a Scoring Key and/or Rubric | |
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| Administer the Test | |
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| Score the Test and Analyze the Results | |
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| Conclusion: A Note about the 10 Steps | |
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| How Do I Create Good Select-Response Items? | |
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| Some Basic Rules for Writing Select-Response Items | |
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| True-False Items | |
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| Place Only One Idea in the True-False Statement | |
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| Make Sure the Statement Is Absolutely True or Absolutely False | |
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| Avoid Absolute Qualifiers Such as Always, Never, Sometimes, and Usually | |
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| Avoid Opinion Statements | |
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| Avoid Using Negatives in the Statement | |
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| Matching | |
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| Use Like Content in a Matching Set | |
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| Place Items to Be Matched on the Right With Descriptions on the Left | |
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| Keep the List Short | |
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| Provide an Uneven Number of Responses to Match | |
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| Order Responses in a Logical Manner | |
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| Multiple Choice Items | |
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| Item Stem | |
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| Make the Problem Clear to the Student in the Item Stem | |
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| State the Item Stem in the Positive Whenever Possible | |
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| Make Sure the Item Stem Does Not Give Away the Correct Answer | |
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| Emphasize Qualifiers Such as Most Likely or Best in the Item Stem | |
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| Answer Choices | |
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| Make Sure the Answer Choices Are Plausible | |
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| Make Sure Answer Choices Are Parallel in Grammar and Length | |
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| Avoid Using All of the Above or None of the Above | |
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| Place Answer Choices in a Logical Order | |
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| Avoid Clues in the Answer Choices That Give Away the Correct Response | |
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| Make Sure the Correct Response Is the Only Correct Response | |
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| A Final Consideration: Bias | |
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| Some Principles for Tapping Higher Cognitive Levels of Learning through Multiple Choice Items | |
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| Refine Your Understanding of Content and Cognitive Levels | |
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| Introduce Novelty | |
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| Focus on Complex Content | |
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| Use an Extended Prompt | |
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| Engage With Stimulus Material | |
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| Developing Valid and Reliable Select-Response Items: A Science and an Art | |
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| How Do I Create Good Supply-Response Items? | |
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| Some Basic Rules for Writing Supply-Response Items | |
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| Fill-in-the-Blank or Completion Items | |
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| Position Blanks at the End of the Statement | |
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| Limit the Number of Blanks | |
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| Keep All Blank Spaces the Same Length | |
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| Short Answer Items | |
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| Make the Question and the Nature of the Response Clear to the Student | |
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| Develop a Scoring Rubric to Accompany Each Short Answer Item | |
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| Provide Adequate Space for the Response | |
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| Essays | |
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| Make the Question and the Nature of the Response Clear to the Student | |
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| Avoid Options Within the Question | |
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| Develop a Scoring Rubric to Accompany Each Essay Item | |
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| A Final Consideration: Bias | |
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| Principles for Tapping Higher Cognitive Levels of Learning Through Short Answer and Essay Items | |
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| Refine Your Understanding of Content and Level of Cognitive Demand | |
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| Introduce Novelty | |
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| Focus on Complex Content | |
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| Use an Extended Prompt | |
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| Provide Stimulus Material | |
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| Developing Rubrics for Scoring Short Answer and Essay Items | |
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| Types of Scoring Rubrics | |
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| Checklist | |
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| Holistic Rubric | |
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| Analytical Rubric | |
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| Guidelines for Developing a Scoring Rubric | |
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| Tips for Applying a Rubric | |
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| Score Responses Anonymously | |
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| Review Scored Responses for Consistency in Scoring | |
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| Have Someone Else Score Student Responses Using the Scoring Rubric | |
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| Score Each Item With Rubric for All Students Before Moving onto the Next Item | |
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| Developing Valid and Reliable Supply-Response Items: A Deliberate Approach | |
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| Providing Feedback from Tests to Support Student Learning | |
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| Grading | |
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| How Should Classroom Tests Be Graded? | |
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| How Can Test Results Be Used to Support Student Learning? | |
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| Formative Feedback | |
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| Does Formative Feedback Support Student Learning? | |
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| What Are the Characteristics of Good Formative Feedback? | |
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| How Can I Provide Formative Feedback to Students? | |
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| Summing Up What We Know About Providing Feedback | |
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| Fostering Students' Abilities to Self-Assess: The Tacit Outcomes of Feedback | |
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| How Can I Constructively Influence Professional Practice in My School? | |
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| Assessment as a Professional Competency | |
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| Teachers Must Be Effective Creators of Assessments | |
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| Teachers Must Be Intelligent Consumers of Assessments | |
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| Teachers Must Be Effective Communicators About Assessments | |
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| Teacher Leadership: Constructively Influencing the Professional Practice of Others | |
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| Lead by Example | |
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| Collaborate With Other Teachers | |
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| Advocate for Professional Development in the Area of Assessment | |
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| Constructively Develop and Critically Review Assessments Used by School Districts | |
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| Inform Policy Regarding the Use of Assessment in the Classroom | |
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| Summing Up Teacher Leadership of Assessment | |
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| Glossary of Terms | |
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| Appendix: The Student Evaluation Standards | |