Assessment for Effective Teaching: Using Context-Adaptive Planning

Abstract

Most chapters include Focusing Questions, Key Terms, Thinking Cap Exercises, Extensions, Chapter Recap, and Suggestions for Further Reading. Preface. I. ASSESSMENT IN PERSPECTIVE. 1. Assessment and Evaluation in Teaching and Learning. Standards for Assessment of Students. Terms Used in Assessment. Four Themes for Effective Classroom Assessment. Teacher-Made Tests. Observations and Interviews. Published Tests. Assessment and Evaluation for Teaching and Learning. A Demonstration Test. 2. Role of Objectives in Instruction and Assessment. Aims of Instruction. Where Do We Want to Go? Taxonomies of Educational Objectives. Comparing Simple Objectives with Complex Objectives. Two Families of Learning Theories. Two Types of Objectives. Measures of Maximum Performance vs. Measures of Typical Performance. Contexts of Classroom Assessment. Dimensions of Individual Differences. Kinds of Subject Matter. Instruction and Assessment for Transfer. 4. Instructional Objectives and Kinds of Tests, Scores and Interpretations. Instructional Objectives. Kinds of Tests. Kinds of Score Interpretations. Kinds of Scores. Exception. Context-Adaptive Planning and Graphic. II. DEVELOPING AND USING TEACHER-MADE ASSESSMENTS. 5. Context-Adaptive Planning of Instruction and Assessment. Selecting Appropriate Assessment Techniques. Planning Teacher-Made Paper Pencil, Product, and Performance Tests. 6. Developing Completion, Alternate Choice, and Matching Items. What Are Objective Items? Completion and Short-Answer Items. Selection-Type Items. 7. Developing Multiple-Choice Items and Interpretive Exercises. Multiple-Choice Items. Interpretive Exercises. 8. Developing and Scoring Essays, Other Products, and Portfolios. Essays. Product Measures. 9. Developing and Scoring Performance Measures. The Nature of Performance Assessment. Developing Performance Assessments. Scoring Performance Measures. Maximum vs. Typical Performance. Directions and Procedures for Assessing Performance. Program Evaluation. III. SECURING, MANAGING, USING, AND REPORTING ASSESSMENT INFORMATION. 10. Editing, Producing, Administering, Scoring, Analyzing, and Storing Teacher-Made Tests. Assembling Classroom Tests. Editing the Final Test. Reproducing Classroom Tests. Administering Tests. Scoring Teacher-Made Tests. Directions Regarding Guessing. Item Files. Item Analysis. Computer Storage and Retrieval of Assessment Data. 11. Management of Measurement and Evaluation Data. Frequency Distributions and Percentile Ranks. Measures of Central Tendency. Measures of Variability. Standard Scores. Correlation. Combining Data for Grades. 12. Marking and Reporting. Purposes and Functions of Grades. Sources of Ambiguity in Grades. Toward a Rational System of Grading. Communicating through Conferencing. 13. Assessment Issues for Students with Special Needs. Student Entitlement vs. Student Need. Special Education Legislation. Applying the Logic of CAP to IEPs. Assessment Adaptations for Students with Exceptional Needs. Grading and Reporting Issues for Students with Special Needs. IV. CHOOSING AND USING PUBLISHED INSTRUMENTS. 14. Features of Effective Assessments. Economy and Practicality. Interpretability. Validity. Reliability. 15. Derived Scores and Their Interpretation. Kinds of Derived Scores and Their Features. Appropriate Computational Uses of Derived Scores. Appropriate Interpretive Uses of Derived Scores. 16. Published Instruments. A Few Glimpses of Assessment History. Uses of Published Instruments for Assessment. Achievement Tests. Aptitude Tests. Other Published Instruments. Locating and Evaluating Published Instruments. POSTLOGUE: The Validity of Classroom Assessments. References. Index of Names. Index of Subjects.

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