Developing and Using Classroom Assessments, Pearson New International Edition, 4th edition

Published by Pearson (3 October 2013) © 2014

  • Albert Oosterhof Florida State University
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Access details

  • Instant access once purchased
  • Fulfilled by VitalSource
  • For titles accompanied by MyLab/Mastering, this eBook does NOT include access to the platform

Features

  • Add notes and highlights
  • Search by keyword or page

Title overview

For Test and Measurement courses. Also appropriate as a supplement in an Educational Psychology or Teaching Methods course where assessment is given more than cursory treatment.

This brief, inexpensive text focuses on how to write, construct, and use assessments in the classroom. It continues to take a balanced approach to assessment, involving both traditional and innovative techniques. It includes the development and use of written tests, informal assessments, portfolios, and performance assessments. This balanced approach to assessment is what prospective teachers need when they get into the classroom.

Table of contents

Chapter 1: Introduction

   Significance of Measurement

   Distinction Between Measurement, Assessment, and Evaluation

   Settings Where Assessments Show Up

   Distinction Between Formal and Informal Assessments

   Roles of Assessment in the Classroom

   Maximum Versus Typical Performance

   Summary

   Key terms

 

PART 1 — How to Establish a Framework for Assessing Your Students

 

Chapter 2: How Assessments Are Interpreted and Used

   Frames of Reference for Interpreting Performance

   Meaning of Criterion and Norm-Referenced Interpretations

   Choosing the Appropriate Interpretation

   Summary

   Key Terms

   Answers: Apply What You are Learning

   Something to Try

   Additional Reading

 

Chapter 3: Measurable Objectives and Goals

   Categories of Learning Outcomes

   Levels of Cognitive Complexity

   Instructional Goals Versus Performance Objectives

   Selecting Performances that Align with Standards

   Summary

   Key Terms

   Answers: Apply What You are Learning

   Something to Try

   Additional Reading

 

Chapter 4: Gathering Evidence of Validity

   Levels of Cognitive Complexity

   Components of Performance Objectives

   Instructional Goals Versus Performance Objectives

   Selecting Performances that Align With Standards

   Summary

   Key Terms

   Answers: Apply What You are Learning

   Something to Try

   Additional Reading

 

Chapter 5: Generalizing Performance

   Why Observations Do Not Generalize

   Methods for Detecting Inconsistencies

   Techniques for Improving Generalizability

   Relation of Generalizability to Validity

   Summary

   Key Terms

   Answers: Apply What You are Learning

   Something to Try

   Additional Reading

 

PART 2 — How to Develop, Administer, and Score Written Tests

  

Chapter 6: Completion Items

   What Completion Items Can Do

   Qualities Completion Items Should Have

   Practice With Applying These Desired Qualities to Completion Items

   Summary

   Key Terms

   Answers: Apply What You Are Learning

   Something to Try

 

Chapter 7: Essay Items

   What Essay Items Can Do

   Qualities Essay Items Should Have

   Practice With Applying These Desired Qualities to Essay Items

   Scoring Students’ Responses to Essay Items

   Summary

   Key Terms

   Answers: Apply What you are Learning

   Something to Try

   Additional Reading

 

Chapter 8: Multiple-Choice Items

   What Multiple-Choice Items Can Do

   Qualities Multiple-Choice Items Should Have

   Practice With Applying These Desired Qualities To Multiple-Choice Items

   Variations of Multiple-Choice Items

   Optimal Number of Choices

   Summary

   Key Terms

   Answers: Apply What You Are Learning

   Something to Try

   Additi

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