Mark D Shermis, Francis J Divesta

Classroom Assessment in Action

• Gebundenes Buch

Produktbeschreibung

Classroom Assessment in Action clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide clear and ordered discussions of how assessment and instruction is integrated into a functional process to enhance student learning. Guidelines are set forth for constructing various common assessments. Procedures are laid out to evaluate and improve assessments once they are constructed. And, ultimately, the authors shed light on the myriad of factors that impact test score interpretation.

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Produktdetails

• Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
• Seitenzahl: 560
• Erscheinungstermin: 16. April 2011
• Englisch
• Abmessung: 254mm x 178mm x 38mm
• Gewicht: 1338g
• ISBN-13: 9781442208360
• ISBN-10: 1442208368
• Artikelnr.: 32801550

Autorenporträt

Mark D. Shermis is professor of education and dean at the University of Akron. Francis J. Di Vesta is professor emeritus at Pennsylvania State University.

Inhaltsangabe

Preface Acknowledgments A Note to the Reader: Theory to Practice Chapter 1:
Orientation to Assessment A Definition to Assessment The Components of
Assessment Who Uses Classroom Assessment and Why? Policy Makers' Use of
Assessment: The No Child Left Behind Act How You Will Incorporate
Assessment in Instruction Your Knowledge about Assessment The Consequences
of Poor Assessment Practices Contemporary Classroom Assessment Summary
Chapter 2 Planning Assessments Scores and Their Interpretation
Criterion-Referenced Assessments Norm-Referenced Assessments Making Plans
for Assessment Creating Blueprints for Specific Assessments Test Blueprints
Assessment Modalities and the Role of Observation Summary Chapter 3:
Observation: Bases of Assessment Making Observations Direct Observation
Teachers as Observers Components and Purposes of Observation Making
Observations Summary Chapter 4: Formative Assessment: Using Assessment for
Improving Instruction Distinctions between Summative and Formative
Assessment Formal and Informal Formative Assessment Interpretation of
Feedback in Formative Assessment Using Assessments as Evidence of Progress
The Dynamics of Formative Assessment Feedback Asking the Right Questions in
Assessment Implementing Formative Assessment Designing Appropriate
Formative Tests Summary Chapter 5: Performance Assessment Definitions
Performance Assessments Behavioral Objectives Redux Creating Rubrics
Advantages of Using Rubrics Improving Consistency of Ratings Portfolio
Assessment Summary Chapter 6: Developing Objective Tests Considerations in
Choosing a Test Format True-False Tests Multiple-Choice Matching Tests The
Challenge in Assessing Higher-Order Thinking Summary Chapter 7: Developing
Subjective Tests Constructed Responses Tests Short Answer Questions Essay
Questions Evaluating Essays Summary Chapter 8: Selecting Standardized Tests
Objectives Principles for Selecting Standardized Tests Sources to Guide
Selection of Standardized Tests Buros Mental Measurements Yearbook and
Tests in Print The ETS Test Collection ERIC Standards for Educational and
Psychological Testing Standardized Tests and Classroom Assessments Summary
Chapter 9: Technology in Assessment Technological Formats for Instruction:
Emergence of Formative Assessment Technology and Assessment Some Available
Testing Software Measurement and Reports of Problem Solving
Technology-Based Science Assessment Environments (Quellmalz & Haertel,
2000) Expansion of Computer-Based Assessment Technology Observations
Summary Appendix: Resource List of Websites Pertaining to Assessment
Chapter 10: Improving Tests The Context of Test Improvement Item
Improvement Testing for Mastery Keep an Item Bank or Item Pool: Putting It
All Together Some General Guidelines for Improving Test Items Summary
Chapter 11: Domain Specific Assessment and Learning Perspectives on
Subject-Matter Instruction and Assessment Constructivism in Assessment
Assessment at Instructional Phases Constructing and Using Questionnaires to
Measure Dispositions, Metacognitions, and Affect Summary Helpful Readings
Chapter 12: Grading On the Nature of Learning in Public Schools Technology
Applied to Grading Reporting Grades: The Report Card Beyond Grades Summary
Chapter 13: Supplementary Assessment of Individual Differences A Classroom
Model Underlying Assessment Using Measures of Individual Differences
Categories of Individual Differences Culture as a Source of Individual
Differences Measuring by Use of Self-Reports: Assessment of Affect and
Learner Motivations Graphic Organizers of Achievement of Course Content
Assessment Based on Multiple Intelligence Self-Reports of Preferences:
Assessment of Learning Styles Responses to Intervention (RTI) A System for
Instruction-Based Assessment Dynamic Assessment: Measuring Change and
Potential for Learning Integrating Assessments: The Case Study Summary
Chapter 14: High-Stakes Testing: Policy and Accountability An Overview
Policy and Accountability Assessment for Educational Policy and
Accountability: The National Assessment of Educational Progress Assessment
in Policy for Accountability: The No Child Left Behind (NCLB) Legislation
Summary Chapter 15: Assessment and "Best Practices" Purposes Served by Best
Practices Studies Teacher Preparation for Assessment Practices Benchmarking
as a Component of Best Practice Studies Best Practices Research Best
Practices for Educational Improvement Using Best Practices in Teacher
Education Chapter 16: Test Bias, Fairness, and Testing Accommodations
Obtained Scores, True Scores, and Error Student Characteristics and
Normative Comparisons Bias in the Construction of Assessments Bias through
Question Formats Bias in the Administration of Assessments Fairness Testing
Accommodations Summary