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| Preface | |
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| The Breadth of Classroom Assessment Purposes of Assessment | |
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| Types of Assessment Assessment, Testing, and Information | |
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| Three General Ways to Collect Data: Paper-and-Pencil, Observation, and Oral Questioning | |
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| Standardized and Nonstandardized Assessments | |
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| Good Assessments: Valid and Reliable | |
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| Ethical Issues and Responsibilities | |
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| Learning About Pupils: Early Assessment | |
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| Gathering Information about Pupils | |
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| Sources of Learning about Pupils | |
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| Forming Pupil Descriptions | |
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| Concerns about Ethics and Accuracy | |
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| Improving Early Assessments | |
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| Clues to Language Disabilities | |
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| Lesson Planning and Assessment Objectives | |
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| The Instructional Process Instructional Planning | |
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| Three Levels of Educational Objectives | |
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| Three Domains of Objectives | |
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| Lesson Plans | |
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| Improving the Tie Between Planning and Assessment | |
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| Planning, Disabilities, and Accommodations | |
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| Other Sources of Educational Objectives and Assessments | |
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| Textbook Objectives and Assessments | |
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| Statewide Assessments | |
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| Implications of High-Stakes | |
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| Testing No Child Left Behind | |
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| Assessment During Instruction | |
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| Assessment Task During Instruction | |
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| Validity and Reliability in Instructional | |
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| Assessment Improving | |
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| Assessment During Instruction | |
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| Questioning Accommodations | |
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| During Instruction | |
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| Official Assessments Formative and Summative Assessments | |
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| The Logic of Formal Assessment | |
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| Planning an Official Assessment | |
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| Preparing Pupils for Official Assessments | |
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| Paper-and-Pencil Testing | |
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| Selection and Supply Test Items | |
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| Higher Level Questions | |
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| Guidelines for Writing and Critiquing | |
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| Test Items Accommodations: Substitutions for Paper-and-Pencil | |
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| Improving Paper-and-Pencil Assessments | |
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| Assembling Tests | |
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| Administering Tests | |
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| Issues of Cheating Scoring | |
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| Paper-and-Pencil Tests | |
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| Analyzing Item Validity | |
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| Discussing Test Results with Pupils | |
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| Testing Pupils with Disabilities | |
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| Performance Assessments | |
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| Performance Assessments in Schools | |
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| Developing Performance Assessments | |
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| Anecdotal Records, Checklists, and Rating Scales | |
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| Rubrics Portfolios Validity and Reliability of Performance Assessments | |
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| Grading Rationale and Difficulties of Grading | |
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| Grading as Judgement | |
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| Four Types of Comparison for Grading | |
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| Grading for Cooperative | |
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| Learning and Pupils with Disabilities | |
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| Deciding What to Grade | |
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| Summarizing Varied Types of Assessment | |
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| Two Approaches to Assigning Grades | |
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| Other Methods of Reporting Pupil Progress | |
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| Commercial Standardized Achievement Tests | |
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| How Commercial Achievement Tests are Created | |
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| Administering the Test | |
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| Interpreting Scores | |
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| Three Examples of Test Interpretation | |
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| The Validity of Commercial Achievement Tests | |
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| Reporting Results to Parents | |
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| Classroom Assessment: Summing Up | |
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| Standards for Teacher Competence in Educational Assessment of Students | |
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| Taxonomy of Educational Objectives (Major Categories and Illustrative Objectives) | |
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| Sample Individual Education Plan | |
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| Statistical Applications for Classroom Assessment | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |