Meaningful Assessment: A Manageable and Cooperative Process Book

	Preface	xi
Chapter 1	Making Assessment Manageable and Meaningful	1
	What Is Assessment?	1
	Assessment and Evaluation	2
	Assessment Issues	3
	Meaningful Assessments	5
	Making Assessments Meaningful	12
	Making Assessment Manageable	14
	Types of Learning Groups	19
	Understanding Cooperative Learning	20
	Standards and Testing Movement	24
	Summary	27
Chapter 2	Goal-Setting Conference	35
	A Fable with a Sad Ending	35
	Why Goals Are Important	35
	Conferencing with Students	37
	Goal-Setting Conferences	38
	The Three Phases of Goal Setting	40
	Steps of Teacher-Student Goal-Setting Conference	40
	Conferencing with cooperative Learning Groups	41
	Cooperative Learning Groups Conferencing with Their Members	42
	Cooperative Learning Groups Conferencing with Another Group	44
	Summary	44
Chapter 3	Standardized Tests	53
	What Are Standardized Tests?	53
	Advantages of Standardized Tests	54
	Disadvantages of Standardized Tests	56
	How to Help Your Students Do Better on Standardized Tests	58
	Summary	59
Chapter 4	Teacher-Made Tests	62
	Testing Students	62
	Objective Tests	62
	Types of Objective Test Items	62
	Essay Tests	66
	Test Blueprints	67
	Cooperative Learning and Teacher-Made Tests	68
	Academic Tournament	73
	Summary	76
Chapter 5	Compositions and Presentations	79
	Student Performances and Cooperative Learning	79
	Cooperative Writing and Editing Pairs	80
	Writing Together	81
	Presenting Together	84
	Preparation Papers and Presentations	85
	Summary	87
Chapter 6	Projects	95
	Nature of Projects	95
	Why Use Projects?	95
	How to Assign Projects	95
	Individual Accountability	98
	Summary	99
Chapter 7	Student Portfolios	103
	What Is a Portfolio?	103
	Contents of Portfolios	104
	Why Use Portfolios?	106
	How to Use Student Portfolios	108
	Summary	113
Chapter 8	Observing Students	117
	Assessment Through Observing Students Learn	117
	The Basics of Observing	118
	Preparing for Observing	124
	Being an Observer	126
	Summarizing Observations, Giving Feedback, Facilitating Analysis	131
	Summary	136
Chapter 9	Assessing Social Skills	147
	What Are Social Skills?	147
	Why Teach and Assess Social Skills?	148
	How to Assess Social Skills	150
	Teaching Social Skills	151
	Creating Cooperative Situations in Which Social Skills Can Be Used	156
	Intervening to Improve Use of Social Skills	157
	Assessing Knowledge of Social Skills	160
	Self-Assessment of Social Skills Mastery	160
	Setting Goals for Continuous Improvement	160
	Reporting on Students' Social Skills	162
	Summary	162
Chapter 10	Assessing Student Attitudes	168
	Importance of Student Attitudes	168
	Assessing Student Attitudes	169
	Deciding Which Attitudes to Measure	171
	Constructing Your Own Questionnaire	171
	How Good Are Your Questions?	172
	Deciding on Types of Responses to Questions	173
	Deciding on Question Content	173
	Deciding on Question Sequence	174
	Deciding on Physical Layout of Questionnaire	176
	Deciding on Overall Format of Questionnaire	176
	Standardized Attitude Measures: Classroom Life	176
	Making Decisions on the Basis of Attitudes	177
	Summary	178
Chapter 11	Interviewing Students	192
	What Is an Interview?	192
	Why Interview Students?	193
	How to Interview Students	194
	Types of Interview Questions to Ask Students	195
	Analyzing Students' Responses	196
	Summary	196
Chapter 12	Learning Logs and Journals	201
	What Are Learning Logs and Journals?	201
	Why Use Logs and Journals?	201
	How to Use Logs and Journals	203
	How to Assess Logs and Journals	203
	Action Theories and Journals	204
	Logs and Informal Cooperative Learning	207
	Self- and others' Ratings	209
	Summary	210
Chapter 13	Total Quality Learning and Student Management Teams	214
	Continuous Improvement of Quality of Learning	214
	Continuous Improvement Procedure	215
Step 1	Form Teams	216
Step 2	Analyze Assignment and Select a Learning Process for Improvement	216
Step 3	Define the Process	216
Step 4	Engage in the Process	218
Step 5	Gather Information About the Process	218
Step 6	Plan for Improvement	222
Step 7	Repeat Learning Process in a Modified Way	223
Step 8	Institutionalize Changes	223
	Student Management Teams	223
	Summary	225
Chapter 14	Teaching Teams and Assessment	227
	Colleagial Teaching Teams	227
	Conducting the Assessment and Reporting Process	228
	Continuous Improvement of Instruction, Assessment, and Reporting	234
	Assessment Teams	236
	Summary	238
Chapter 15	Giving Grades	243
	What is Grading?	243
	Why Grades Must Be Fair	243
	Subjective Nature of Grading	246
	Types of Grading Systems	246
	Standardizing Your Scoring System	247
	How to Grade	249
	Checklists and Narratives	250
	Giving Students Grades in Cooperative Learning	251
	Summary	254
Chapter 16	Involving Students in Assessment	258
	Why Involve Students?	258
	How to Involve Students in Creating Criteria and Rubrics	259
	Student-Led Conferences	260
	Summary	263
Chapter 17	Reflections	267
	Conducting Assessments	267
	Conferencing With Students	271
	Assessment Procedures	272
	Total Quality Learning	275
	Teaching Teams and Assessment	276
	Giving Grades	276
	Looking Forward	276
	Glossary	278
	References	284
	Index	287