Educational Assessment of Students, 5th Edition
©2007 |Pearson |
Anthony J. Nitko, Professor Emeritus, Univeristy of Pittsburgh
Susan M. Brookhart, Duquesne University
©2007 |Pearson |
From two of the best known authors in the field of classroom assessment comes a revision of one of the best assessment books. Features include hundreds of examples, directions for crafting both traditional and alternative assessments, checklists for evaluating classroom assessments, scores of strategies for assessing problem solving and critical thinking, methods for aligning classroom assessment with state standards and NCLB requirements. Reviewers have described the book as the best on the market for its completeness and balanced approach to classroom assessment.
Enhanced practical examples to serve as models-Gives readers practical examples of how to craft classroom assessments.
Checklists-Provides succinct guidance for evaluating every type of classroom assessment.
Strategies for assessing higher order thinking-Provides models and descriptions for one of the most important functions of classroom assessment, a function often not handled well by practitioners.
Glossary-Provides a ready reference for locating key assessment terms so the reader does not have to find the original reference in the text.
Learning targets (objectives) for each chapter-Helps readers understand what they should know and be able to do after reading the chapter; Serves as an advance organizer for reading.
List of important terms and concepts at the end of each chapter-Helps readers focus studying on the new concepts introduced in the chapter.
Chapter summary in list form-Helps readers focus studying and review.
End of chapter exercises requiring higher order thinking and constructed responses-Provides an opportunity to practice and apply concepts in situations relevant to the classroom.
Alignment of classroom assessment to state standards-Teaches how to develop learning targets (objectives) aligned with state performance and content standards.
Discussion of standards-referenced assessment for state accountability (New to this edition)-Assists readers in interpreting state accountability results.
Comprehensive treatment of ethical and professional responsibilities in assessment-This discussion is begun in Chapter 5 and threaded through each of the chapters, reminding readers of professionally responsible conduct with respect to all types of assessments.
Assessment of writing-Teaches readers the difference between essay and other written assessments of content knowledge and written assessments of different genres of writing. Explains how to develop and use rubrics for evaluating students’ writing.
Appendix on statistical concepts-Allows students and instructors who wish to have a more in-depth treatment of quantitative concepts.
Comprehensive treatment of assigning grades to students-Both criterion- and norm-referenced methods are described, and readers are shown how to select a method consistent with their approach to teaching.
Complete treatment of administering and interpreting standardized tests-Teaches how to properly prepare students for standardized assessments, how to handle test anxiety, how to administer tests properly, how to interpret results, how to use results in instruction, and how to handle typical questions from parents.
Most comprehensive discussion of traditional and alternative methods on the market-Explains, gives examples, discusses advantages and disadvantages, and describes how to craft virtually all of the traditional and alternative assessments teachers use in the classroom.
The Bases for Assessment in the Classroom
1 Classroom Decision Making and Using Assessment
2 Describing the Goals and Learning Targets of Instruction
3 Validity of Assessment Results
4 Reliability of Assessment Results
5 Professional Responsibilities, Ethical Behavior, and Legal Requirements in Educational Assessments
Crafting and Using Classroom Assessments
6 Planning for Integrating Assessment and Instruction
7 Completion, Short-Answer, and True-False Items
8 Multiple-Choice and Matching Exercises
9 Essay Assessment Tasks
10 Higher-Order Thinking, Problem Solving, and Critical Thinking
11 Performance, Portfolio, and Authentic Assessments: An Overview
12 How to Craft Performance Tasks, Projects, Portfolios, Rating Scales, and Scoring Rubrics
13 Formative Evaluation Using Informal Diagnostic Assessments
14 Preparing Your Students to Be Assessed and Using Students’ Results to Improve Your Assessments
15 Evaluating and Grading Student Progress
Interpreting and Using Standardized Tests
16 Standardized Achievement Tests
17 Interpreting Norm-Referenced Scores
18 Finding and Evaluating Published Assessments19 Scholastic Aptitude, Career Interests, Attitudes, and Personality Tests
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ABOUT THE AUTHORS
Anthony J. Nitko is an adjunct professor, Department of Educational Psychology, University of Arizona, and professor emeritus and former chairperson of the Department of Psychology in Education at the University of Pittsburgh. His research interests include curriculum-based criterion-referenced testing, integration of testing and instruction, classroom assessment, and the assessment of knowledge and higher-order thinking skills. His publications included the chapter “Designing Tests That Are Integrated with Instruction” in the third edition of Educational Measurement (1989). He co-authored (with C. M. Lindvall) Measuring Pupil Achievement and Aptitude; (with T. C. Hsu) Pitt Educational Testing Aids (PETA, a package of computer programs for classroom teachers); and (with R. Glaser) the chapter “Measurement in Learning and Instruction” in the second edition of Educational Measurement (1971).
Professor Nitko has been the editor of the journal Educational Measurement: Issues and Practice, and also d’News, the AERA Division D newsletter. Some of the journals in which his research has appeared are American Educational Research Journal, Applied Measurement in Education, Educational Evaluation and Policy Analysis, Educational Measurement: Issues and Practice, Educational Technology, Journal of Educational Measurement, and Research in Developmental Disabilities.
Professor Nitko has been a member of several committees of the American Educational Research Association, was elected secretary of AERA Division D, served on committees of the National Council on Measurement in Education, and was elected to the board of directors and as president of the latter. He received Fulbright awards to Malawi and Barbados and has served as a consultant to various government and private agencies in Bangladesh, Barbados, Botswana, Egypt, Ethiopia, Indonesia, Jamaica, Malawi, Namibia, Oman, Singapore, the United States, and Vietnam.
Susan Brookhart is coordinator of assessment and evaluation for the School of Education at Duquesne University. Prior to this assignment, she was professor and chair of the Department of Educational Foundations and Leadership at Duquesne. Previous to her higher education experience, she taught both elementary and middle school. Her research interests include the role of classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading.
Professor Brookhart is a past president of the American Educational Research Associations’ Special Interest Group on Classroom Assessment. She has been the education columnist for National Forum, the journal of Phi Kappa Phi. From 2003-2005 she served as newsletter editor for the National Council on Measurement in Education, and was program co-chair for the 2004 NCME annual meeting. She is the author of two books: The Art and Science of Classroom Assessment is a combination literature review and how-to book about classroom assessment in higher education; Grading is a textbook about grading in K-12 schools. She was written or co-authored over 40 articles on classroom assessment, educational measurement, program evaluation, and professional development, and serves on the editorial boards of Teachers College Record and Applied Measurement in Education
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