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| Concepts of Testing and Measurement | |
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| Measurement | |
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| Criterion-Referenced testing | |
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| Norm-Referenced Testing | |
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| Testing in the Schools | |
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| Are Tests All There Is? What's This Book About? Discussion Questions | |
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| References | |
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| Principles of Learning and Teaching | |
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| Learning Domains | |
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| Cognitive Domain | |
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| Affective Domain | |
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| Psychomotor Domain | |
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| Relationship of the Domains Levels of Learning | |
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| Level 1 - General Knowledge | |
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| Level 2 - Working Knowledge | |
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| Level 3 - Qualified Knowledge Performance Objectives | |
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| Summary | |
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| Exercises | |
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| References | |
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| The Purposes of Tests in Schools | |
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| Reteaching | |
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| Advancement | |
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| Reinforcement | |
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| Grades | |
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| Administrative Uses | |
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| Tests for Guidance | |
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| Curriculum Development | |
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| Tests in Research | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| References | |
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| Qualities of Good Tests | |
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| Test Validity | |
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| Reliability | |
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| Objectivity | |
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| Scoring Bias | |
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| Student Interpretation Discrimination | |
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| Comprehensiveness | |
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| Practicability | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| References | |
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| Teacher-Made Tests | |
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| General Principles | |
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| Relate Test Items to Objectives | |
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| Plan the Test | |
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| Prepare the Test | |
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| Try Out the Test | |
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| Evaluate the Test The Ethics of Testing | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| References | |
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| Constructing True-False Items | |
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| Advantages | |
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| Limitations | |
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| Regular True-False | |
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| Cluster True-False | |
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| Modified True-False | |
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| Constructing True-False Items | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| Constructing Multiple-Choice Items | |
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| Advantages | |
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| Limitations | |
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| Variations of Multiple-Choice Items | |
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| One Right Answer | |
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| Best Answer | |
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| Association Items | |
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| Analogy-Type Items | |
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| Reverse Multiple-Choice Rules for Constructing | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| References | |
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| Constructing Completion Items | |
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| Advantages | |
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| Limitations | |
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| Simple Completion Items | |
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| Problem or Situation Items | |
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| Identification Items | |
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| Controlled Completion | |
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| Listing, or Enumeration Items | |
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| Constructing Completion Items | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| Constructing Matching Items | |
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| Advantages | |
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| Limitations | |
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| Varieties of Items | |
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| Constructing Matching Items | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| Essay Items | |
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| Discussion | |
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| Varieties of Items | |
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| Rules for Construction | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| References | |
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| Evaluating Manipulative Performance | |
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| Progress Charts | |
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| Checklists | |
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| Performance Tests | |
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| Uses and Advantages | |
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| Limitations | |
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| Measurable Aspects of Performance Features of Manipulative Performance | |
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| Rules for Construction | |
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| Administering Manipulative Performance Tests | |
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| Summary | |
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| Discussion Questions | |
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| Exercises | |
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| References | |
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| Test Construction, Administration and Scoring | |
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| Steps to Follow | |
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| Card-File Test Building | |
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| One Last Set of Rules | |
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| Test Administration Attitude Distractions Cheating Instructions Supervision | |
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| Scoring the Test Analyzing and Interpreting Test Results | |
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| Discussion Questions | |
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| Exercises | |
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| References | |
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| Non-Test Assessment Techniques | |
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| Homework | |
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| Case Studies/Problem Solving Assignments | |
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| Projects | |
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| Observation | |
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| Portfolios | |
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| Assessing Affective Behavior | |
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| Summary | |
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| Exercises | |
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| References | |
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| Assigning Grades | |
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| Grading Systems | |
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| Components of Grades | |
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| The "Curve" | |
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| Discussion Questions | |
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| Exercises | |
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| References | |
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| Evaluation of Instruction | |
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| Overview | |
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| Evaluation of Instruction | |
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| Effect of Instruction | |
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| Evaluation of Teaching Plans | |
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| Evaluation of Teacher Performance | |
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| Discussion Questions | |
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| Exercises | |
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| Ref | |