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Classroom Assessment in Action Book

Classroom Assessment in Action
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Classroom Assessment in Action, 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 interpre, Classroom Assessment in Action
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  • Classroom Assessment in Action
  • Written by author Mark D. Shermis
  • Published by Rowman & Littlefield Publishers, Inc., 5/16/2011
  • 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 interpre
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Authors

Preface ix

Acknowledgments xi

A Note to the Reader: Theory to Practice xiii

1 Orientation to Assessment 1

A Definition of Assessment 2

The Components of Assessment 3

Who Uses Classroom Assessment and Why? 4

Policy Makers' Use of Assessment: The No Child Left Behind Act 11

How You Will Incorporate Assessment in Instruction 12

Your Knowledge about Assessment 14

The Consequences of Poor Assessment Practices 19

Contemporary Classroom Assessment 22

Summary 23

2 Planning Assessments 27

Scores and Their Interpretation 27

Criterion-Referenced Assessments 28

Norm-Referenced Assessments 30

Making Plans for Assessments 34

Steps in Assessment and Reporting 36

Creating Blueprints for Specific Assessments 39

Test Blueprints 46

Assessment Modalities and the Role of Observation 50

Summary 51

3 Observation: Bases of Assessment 55

Making Observations 55

Direct Observation 60

Teachers as Observers 63

Components and Purposes of Observation 70

Making Observations 73

Summary 79

4 Formative Assessment: Using Assessment for Improving Instruction 83

Distinctions between Summative and Formative Assessment 85

Formal and Informal Formative Assessment 88

Interpretation of Feedback in Formative Assessment 90

Using Assessments as Evidence of Progress 94

The Dynamics of Formative Assessment 95

Feedback 95

Asking the Right Questions in Assessment 102

Implementing Formative Assessment 105

Designing Appropriate Formative Tests 108

Summary 112

5 Performance Assessment 119

Definitions 120

Performance Assessments 121

Behavioral Objectives Redux 130

Creating Rubrics 133

Advantages of Using Rubrics 140

Improving Consistency of Ratings 143

Portfolio Assessment 144

Summary 149

6 Developing Objective Tests 153

Considerations in Choosing a Test Format 153

True-False Tests 157

Multiple-Choice Tests 161

Fill-in-the-Blank (Completion) Tests 172

Matching Tests 176

The Challenge of Assessing Higher-Order Thinking 179

Summary 181

7 Developing Subjective Tests 185

Constructed-Response Tests 185

Short-Answer Questions 190

Essay Questions 192

Evaluating Essays 198

Summary 207

8 Selecting Standardized Tests 209

Objectives 210

Principles for Selecting Standardized Tests 211

Sources to Guide Selection of Standardized Tests 218

Buros Mental Measurements Yearbook and Tests in Print 218

The ETS Test Collection 225

ERIC 225

Standards for Educational and Psychological Testing 226

Standardized Tests and Classroom Assessments 230

Summary 233

9 Technology in Assessment 237

Technological Formats for Instruction: Emergence of Formative Assessment 237

Technology and Assessment 243

Some Available Testing Software 249

Measurement and Reports of Problem Solving 253

Expansion of Computer-Based Assessment Technology 256

Observations 262

Summary 264

Appendix: Resource List of Websites Pertaining to Assessment 266

10 Improving Tests 273

The Context of Test Improvement 273

Item Improvement 277

Testing for Mastery 289

Keep an Item Bank or Item Pool: Putting It All Together 295

Some General Guidelines for Improving Test Items 297

Summary 300

11 Domain-Specific Assessment and Learning 305

Perspectives on Subject-Matter Instruction and Assessment 306

Constructivism in Assessment 313

Assessment at Instructional Phases 324

Constructing and Using Questionnaires to Measure Dispositions, Metacognitions, and Affect 338

Summary 342

Helpful Readings 344

12 Grading 347

On the Nature of Learning in Public Schools 347

Technology Applied to Grading 357

Reporting Grades: The Report Card 361

Beyond Grades 365

Summary 367

13 Supplementary Assessments of Individual Differences 371

A Classroom Model Underlying Assessment 371

Using Measures of Individual Differences 376

Categories of Individual Differences 377

Culture as a Source of Individual Differences 378

Measuring by Use of Self-Reports: Assessment of Affect and Learner Motivations 378

Graphic Organizers of Course Content Achievement 388

Assessment Based on Multiple Intelligences 391

Self-Reports of Preferences: Assessment of Learning Styles 398

Response to Intervention (RTI): A System for Instruction-Based Assessment 399

Dynamic Assessment: Measuring Change and Potential for Learning 404

Integrating Assessments: The Case Study 409

Summary 414

14 High-Stakes Testing: Policy and Accountability 419

An Overview 420

Policy and Accountability 422

Assessment for Educational Policy and Accountability: The National Assessment of Educational Progress 427

Assessment in Policy for Accountability: The No Child Left Behind (NCLB) Legislation 433

Summary 452

15 Assessment and Best Practices 457

Purposes Served by Best Practices Studies 458

Teacher Preparation for Assessment Practices 459

Benchmarking as a Component of Best Practice Studies 461

Best Practices Research 463

Best Practices for Educational Improvement 468

Using Best Practices in Teacher Education 475

Summary 479

16 Test Bias, Fairness, and Testing Accommodations 483

Obtained Scores, True Scores, and Error 484

Student Characteristics and Normative Comparisons 486

Bias in the Construction of Assessments 488

Bias through Question Formats 490

Bias in the Administration of Assessments 494

Fairness 499

Testing Accommodations 502

Summary 516

Index 523

About the Authors 543


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