| |
| |
| Preface | |
| |
| |
| |
| Things-To Think About | |
| |
| |
| |
| Educational Decision Making | |
| |
| |
| What Is Evaluation and Why Do It? | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Thinking About Learning | |
| |
| |
| What Are Some Examples of Educational Misconceptions? | |
| |
| |
| How Do Misconceptions Influence Teaching? | |
| |
| |
| How Does Learning Occur? | |
| |
| |
| Why Do Some Students Experience Failure in School? | |
| |
| |
| Learning Theory | |
| |
| |
| Information Processing | |
| |
| |
| How Are Cognition and Behavior Linked? | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Thinking About the Curriculum | |
| |
| |
| What Is the Curriculum and What Is It Good For? | |
| |
| |
| How Is Curriculum Conceptualized? | |
| |
| |
| How Can Teachers Work with the Curriculum? | |
| |
| |
| How Can Curriculum Be Organized? | |
| |
| |
| What Goes into a Curriculum? | |
| |
| |
| What About Goals and Objectives? | |
| |
| |
| What Are Criteria? | |
| |
| |
| How Can Goals and Instructional Objectives Be Generated Through Unit Planning? | |
| |
| |
| What Is a Table of Specifications? | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Thinking About Instruction | |
| |
| |
| Which Instructional Approaches Are Most Effective? | |
| |
| |
| What Happens during Good Teaching? | |
| |
| |
| How Can All of This Learning Occur at Once? | |
| |
| |
| Some Other Issues Related to Instruction | |
| |
| |
| How Do All of These Instructional Techniques Fit Together? | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| Supplemental Readings | |
| |
| |
| |
| Fundamentals of Evaluation | |
| |
| |
| Why Evaluate? | |
| |
| |
| How Does Evaluation Lead to Programming? | |
| |
| |
| Is There More to Evaluation Than Measurement? | |
| |
| |
| Once Again, What Are the Reasons to Evaluate? | |
| |
| |
| How Is the Adequacy of Scores Evaluated? | |
| |
| |
| What about Individual Comparisons? | |
| |
| |
| Some Measurement Fundamentals | |
| |
| |
| What Exactly Is Measurement? | |
| |
| |
| What Makes a Good Measure? | |
| |
| |
| What Assessment Procedures Do Evaluators Commonly Use? | |
| |
| |
| How Does the Timing of an Evaluation Affect Decision Making? | |
| |
| |
| How Does Formative Evaluation Work? | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Tools for Assessment | |
| |
| |
| Where Are We Now? | |
| |
| |
| How Is Curriculum-Based Measurement Used in the CBE Process? | |
| |
| |
| How Does CBM Fit into the CBE Process? | |
| |
| |
| Test | |
| |
| |
| If Tests Are So Complex, Should Teachers Construct Their Own? | |
| |
| |
| Working with Students | |
| |
| |
| What Is the CBE Inquiry Process? | |
| |
| |
| CBE Inquiry Process Stage 1: Fact Finding | |
| |
| |
| CBE Inquiry Process Stage 2: Develop Assumed Causes | |
| |
| |
| CBE Inquiry Process Stage 3: Validating | |
| |
| |
| CBE Inquiry Process Stage 4: Summative Decision Making | |
| |
| |
| CBE Inquiry Process Stage 5: Formative Decision Making | |
| |
| |
| Summary | |
| |
| |
| Review Questions | |
| |
| |
| |
| Problem-Solving Evaluation and Decision Making | |
| |
| |
| How Should I Go About Organizing and Compiling Assessment Results? | |
| |
| |
| What Is "Good Thinking"? | |
| |
| |
| How Should Teachers Decide What to Teach? | |
| |
| |
| Deciding How to Teach | |
| |
| |
| Entitlement Decisions | |
| |
| |
| What Is a Problem-Solving Approach to Entitlement Decisions? | |
| |
| |
| Now That We've Gotten Them In, How Do We Get Them Out? | |
| |
| |
| Summary | |
| |
| |
| Study Questions | |
| |
| |
| |
| Things to do | |
| |
| |
| |
| Reading Comprehension | |
| |
| |
| |
| Define Your Purpose | |
| |
| |
| |
| Define the Thing to Be Measured | |
| |
| |
| Comprehension Skills and Strategies | |
| |
| |
| Enabling Skills | |
| |
| |
| |
| Devise a Way to Make the Thing in Step 2 Observable | |
| |
| |
| |
| Conduct Assessment | |
| |
| |
| |
| Summarize Results | |
| |
| |
| |
| Make Summative and Formative Decisions | |
| |
| |
| Objectives and Teaching Recommendations | |
| |
| |
| Teaching Recommendations for Comprehension | |
| |
| |
| General Recommendations for Teaching Comprehension | |
| |
| |
| Specific Teaching Recommendations | |
| |
| |
| Summary | |
| |
| |
| |
| Decoding | |
| |
| |
| |
| Define Your Purpose | |
| |
| |
| |
| Define the Thing to Be Measured | |
| |
| |
| |
| Devise a Way to Make the Thing in Step 2 Observable | |
| |
| |
| |
| Conduct Assessment | |
| |
| |
| |
| Summarize Results | |
| |
| |
| |
| Make Summative and Formative Decisions | |
| |
| |
| Teaching Recommendations | |
| |
| |
| Reading Instruction | |
| |
| |
| Specific Teaching Recommendations | |
| |
| |
| Summary | |
| |
| |
| |
| Language | |
| |
| |
| |
| Define Your Purpose | |
| |
| |
| |
| Define the Thing to Be Measured | |
| |
| |
| |
| Make the Thing in Step 2 Observable | |
| |
| |
| Step 4 | |
| |
| |
| Step 5 | |
| |
| |
| Step 6 | |
| |
| |
| Evaluation Procedure | |
| |
| |
| Teaching Recommendations | |
| |
| |
| Summary | |
| |
| |
| |
| Written Expression | |
| |
| |
| |
| Define Your Purpose | |
| |
| |
| |
| Define the Thing to Be Measured | |
| |
| |
| |
| Devise a Way to Make Things in Step 2 Observable | |
| |
| |
| |
| Conduct Assessment | |
| |
| |
| |
| Summarize Results | |
| |
| |
| |
| Make Summative and Formative Decisions | |
| |
| |
| Teaching Recommendations | |
| |
| |
| Summary | |
| |
| |
| |
| Math | |
| |
| |
| |
| Define Your Purpose | |
| |
| |
| |
| Define the Thing to Be Measured | |
| |
| |
| |
| Devise a Way to Make the Thing in Step 2 Observable | |
| |
| |
| |
| Conduct Assessment | |
| |
| |
| |
| Summarize Results | |
| |
| |
| |
| Make Summative and Formative Decisions | |
| |
| |
| Decision Making for Computation | |
| |
| |
| Problem Solving for Application | |
| |
| |
| Teaching Recommendations | |
| |
| |
| Summary | |
| |
| |
| |
| Social Skills | |
| |
| |
| |
| Define Your Purpose | |
| |
| |
| |
| Define the Thing to Be Measured | |
| |
| |
| |
| Devise a Way to Make the Things in Step 2 Observable | |
| |
| |
| |
| Conduct Assessment | |
| |
| |
| |
| Use the CBE Process of Inquiry | |
| |
| |
| |
| Summarize | |
| |
| |
| |
| Make Decisions | |
| |
| |
| Evaluation Procedures | |
| |
| |
| Teaching Recommendations | |
| |
| |
| Summary | |
| |
| |
| |
| Task-Related Behaviors | |
| |
| |
| |
| Define the Purpose | |
| |
| |
| |
| Define the Thing to Be Measured | |
| |
| |
| |
| Devise a Way to Make It Observable | |
| |
| |
| |
| Assessment, CBE Inquiry, Summary, and Decision Making | |
| |
| |
| Teaching Recommendations | |
| |
| |
| Summary | |
| |
| |
| Appendix | |
| |
| |
| |
| Problem-Solving Checklist | |
| |
| |
| |
| Status Sheet for Active Reading | |
| |
| |
| |
| Teacher Interview/Checklist | |
| |
| |
| |
| Status Sheet for Syntactic Structures | |
| |
| |
| |
| Social Skill Curriculum Objectives | |
| |
| |
| |
| Functional Assessment Interview Form | |
| |
| |
| |
| Survey Level Status Sheet | |
| |
| |
| |
| Thinking Errors | |
| |
| |
| |
| Status Sheet for Task-Related Knowledge | |
| |
| |
| |
| Motivation Test and Key | |
| |
| |
| |
| Motivation Interview Questions | |
| |
| |
| |
| Summary Form for Motivation | |
| |
| |
| |
| Descriptors of TIES Components | |
| |
| |
| |
| Observation of Instruction | |
| |
| |
| Glossary | |
| |
| |
| References | |
| |
| |
| Photo Credits | |
| |
| |
| Name Index | |
| |
| |
| Subject Index | |