Handbook of Classroom Assessment

ISBN-10: 0321053974

ISBN-13: 9780321053978

Edition: 2000

Authors: Ashton D. Trice

List price: $111.40
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Based on over 100 interviews with preschool and K-12 teachers, A Handbook of Classroom Assessment is a brief and practical guide that helps future teachers understand the basic issues of assessment and shows them how to use assessment as an integral part of the teaching process. Balanced in its approach, it blends traditional testing theory and practices with the ideas and practices of the authentic assessment movement, recognizing that all forms of assessment have both limitations and important uses.
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Book details

List price: $111.40
Copyright year: 2000
Publisher: Allyn & Bacon, Incorporated
Publication date: 10/19/1999
Binding: Paperback
Pages: 322
Size: 6.75" wide x 9.50" long x 0.50" tall
Weight: 0.990
Language: English

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