简介
Summary:
Publisher Summary 1
New edition of a text that demonstrates how considered, insightful, and appropriate use of measurement and assessment data can significantly enhance the educational experience. Although the focus is upon the development of classroom assessments, attention is also given to standardized testing that has become part of the educational reform movement. New features include Standards for Educational and Psychological Testing alerts, discussion of portfolio and performance assessment, a chapter on the assessment of instructional materials, and a revised taxonomy of educational objectives. The accompanying CD-ROM contains illustrative responses to case studies, sample projects, lecture outlines, and other material. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Publisher Summary 2
This text focuses on the use of assessment data in the ongoing school program, with special focus on the classroom. Use of assessment data ranges from the obvious classroom applications aimed at improving teaching and learning to accountability and program evaluation. Although the text focuses primarily on the development of classroom assessments, appropriate space is given to the consideration of high-stakes and standardized testing that has become such a part of today's educational reform. The book begins with an overview of the concept of assessment. This is followed by chapters on planning assessments, constructing both traditional modern assessments (including performance, observational, and portfolio assessments), and concludes with chapters on summarizing data and working with the standardized measures of grading and reporting.
目录
Table Of Contents:
Preface xiii
Part I Overview of Concepts and Issues in Educational Assessment 1(102)
A Perspective on Educational Assessment 3(29)
The Concept of Educational Assessment 5(5)
Educational Assessment and the Teaching-Learning Process 10(1)
Characteristics of Modern Educational Assessment 11(3)
Applications of Educational Assessment Data 14(4)
Dangers in Using Student Test Data to Infer Teacher and School Effectiveness 18(2)
Two Approaches to Assessment: Criterion-Referenced and Norm-Referenced 20(2)
Outline of the Assessment Task Development Process 22(1)
General Criteria for Evaluating Assessment Instruments 23(3)
Web Sites for Educational Assessment Information 26(2)
Content Review Statements / Speculations / Suggested Readings 28(4)
Assessment Standards and Concerns 32(29)
Trends in Student Assessment 33(5)
Assessment: Questions and Answers 38(3)
Ethics and Assessment 41(3)
Technical Standards and Codes of Professional Practice 44(8)
High-Stakes Testing 52(3)
Concerns About Large-Scale Assessment Programs 55(3)
Content Review Statements / Speculations / Suggested Readings 58(3)
The Teaching-Learning Process, Diversity, and Assessment 61(21)
Approaches to Teaching: Direct and Constructivist 63(3)
A Model for Instructional Development 66(4)
Diversity and the Teaching-Learning Process 70(6)
Teaching Practices---Assessment Practices 76(1)
Teaching and Assessment: Some Pitfalls 77(1)
Content Review Statements / Speculations / Suggested Readings 78(4)
Assessment and Cultural Diversity 82(21)
Avoiding Culturally Assaultive Classrooms 83(1)
Assessing the Extent of Diversity in the Classroom 84(1)
Pluralistic Assessment and Multicultural Validity 84(6)
Potential Sources of Bias in Assessment 90(1)
Legal Challenges to Assessment Practices 91(3)
Detecting and Controlling Measurement Bias 94(2)
Multicultural Assessment Standards 96(3)
Content Review Statements / Speculations / Suggested Readings 99(4)
Part II Planning Assessments 103(74)
Specifying Educational and Assessment Outcomes and Standards 105(37)
Types of Outcomes 108(1)
General and Specific Outcomes 109(6)
The Revised Taxonomy of Educational Objectives 115(7)
Specifying Cognitive Outcomes 122(3)
Considerations of Affective Outcomes 125(7)
Case Study 132(4)
Content Review Statements / Speculations / Suggested Readings 136(6)
Planning for the Development, Administration, and Scoring of the Assessment 142(35)
Components of an Assessment Blueprint 144(4)
Constructing a Table of Specifications 148(2)
Administrative Considerations 150(5)
Methods and Control of Cheating 155(2)
Scoring Considerations 157(2)
Test Anxiety and Test Performance 159(4)
Coaching and Test Performance 163(2)
Appropriate and Inappropriate Test Preparation Practices 165(1)
Technology and Assessment 166(5)
Case Study 171(2)
Content Review Statements / Speculations / Suggested Readings 173(4)
Part III Creating Traditional Assessments 177(106)
The Development of Traditional Assessment Tasks 179(51)
Preliminary Considerations 183(1)
General Guidelines for Question Writing 184(1)
Writing Supply and Completion Questions 185(5)
Writing True-False Questions 190(4)
Writing Multiple-Choice Questions 194(9)
Illustrative Multiple-Choice Questions for the Cognitive Domain of the Taxonomy of Educational Objectives 203(3)
Using Multiple-Choice Questions to Measure Problem Solving and Critical Thinking 206(5)
Writing Matching Exercises 211(2)
Creating Assessments for Elementary and Middle School Students 213(6)
Case Study 219(6)
Content Review Statements / Speculations / Suggested Readings 225(5)
Writing Assessment 230(36)
General Types of Essay Questions 231(4)
Special Problem Areas 235(4)
Developing and Critiquing Prompts 239(4)
Models for Scoring Essay Questions 243(4)
Assessing Elementary Student Writing Skills 247(1)
Large-Scale Assessment of Writing Performance 248(13)
Case Study 261(1)
Content Review Statements / Speculations / Suggested Readings 262(4)
Analyzing and Refining Traditional Assessment Tasks 266(17)
Preparing Data for Analysis 268(2)
Using Information About Difficulty and Discrimination 270(5)
Limitations of Question Analysis 275(1)
Developing a Question File 276(1)
Case Study 277(3)
Content Review Statements / Speculations / Suggested Readings 280(3)
Part IV Constructing Modern Assessments 283(90)
Creating Performance, Product, and Observational Assessments 285(43)
Developing Performance Assessments 287(3)
Developing Scoring Rubrics for Performance Assessments 290(5)
An Illustrative Middle School Instructional Technology Performance Assessment 295(3)
Selecting Questions for Performance Assessments 298(2)
Evaluating Questions for Performing Assessments 300(1)
Using Observation to Gather Performance Data 301(4)
Using Rating Scales to Record Performance Data 305(6)
The Development and Use of Anecdotal Records 311(2)
Illustrative Process Assessments 313(4)
Assessing Student Products 317(1)
Oral Exams 318(2)
Case Study 320(4)
Content Review Statements / Speculations / Suggested Readings 324(4)
Creating and Using Portfolio Assessments 328(16)
Types of Portfolios 330(1)
Advantages of Portfolio Assessment 331(1)
Disadvantages of Portfolio Assessment 331(1)
An Illustrative Portfolio---The Charrette 332(4)
Decision Points in the Portfolio Development Process 336(1)
Organizing and Implementing a Portfolio System 336(1)
Portfolio-Based Student-Led Parent (Teacher) Conferences 337(2)
Assessing the Portfolio 339(1)
Case Study 340(1)
Content Review Statements / Speculations / Suggested Readings 340(4)
Assessing Attitudes 344(29)
Suggested Uses of Affective Assessments 345(6)
Approaches to the Assessment of Affective Outcomes 351(4)
Writing Questions for Self-Report Affective Measures 355(1)
Corey's Simplified Scale Construction Technique 356(1)
The Summated Ratings Method (Likert Scales) 357(2)
Free-Response and Opinionnaire Methods 359(4)
Affective Measurement and the Diagnosis of Learning Difficulties 363(5)
Content Review Statements / Speculations / Suggested Readings 368(5)
Part V Summarizing Assessment Data 373(72)
Describing Measurement Data 375(28)
Tabulating Data and Frequency Distributions 377(1)
Relative Position---Percentile Ranks 378(4)
The Total Distribution---Percentiles 382(1)
Average or Typical Performance 383(1)
The Variability of Performance 383(3)
Relative Position---Standard Scores 386(5)
Describing Relationships 391(6)
Case Study 397(2)
Content Review Statements / Speculations / Suggested Readings 399(4)
Defining and Assessing Validity and Reliability 403(42)
The Concept of Errors in Assessment 405(1)
Defining Validity 406(1)
Sources of Validity Evidence 407(5)
Other Faces of Validity 412(1)
Common Sense Approaches to Establishing Classroom Achievement Test Validity 413(2)
Defining Reliability 415(10)
Reliability of Criterion-Referenced Mastery Tests 425(1)
Reliability of Performance Assessments 426(2)
Factors Influencing the Interpretation of Validity and Reliability 428(5)
Validity and Reliability Knowledge Needed by Classroom Teachers 433(1)
Case Study 434(4)
Content Review Statements / Speculations / Suggested Readings 438(7)
Part VI Applications of Assessment Data 445(116)
Standardized Norm- and Criterion-Referenced Measures 447(35)
Classification of Standardized Tests 448(2)
Applications of Standardized Achievement Tests 450(3)
Types of Standardized Achievement Tests 453(7)
Early Childhood and Readiness Testing 460(2)
National Assessment of Educational Progress 462(4)
International Assessments 466(2)
Establishing a Schoolwide Assessment System 468(3)
Locating Information About Tests 471(4)
Selecting an Achievement Test 475(3)
Content Review Statements / Speculations / Suggested Readings 478(4)
Interpreting the Meaning of Standardized Norm-Referenced Test Scores 482(25)
Methods of Expressing Test Scores 483(11)
Criteria for Published Norms and Manuals 494(1)
Teacher Responsibilities 495(1)
Interpreting and Reporting Test Results to the Public 496(2)
Standard Setting for High-Stakes Tests 498(3)
The Lake Wobegon Effect 501(2)
Case Study 503(1)
Content Review Statements / Speculations / Suggested Readings 503(4)
Reporting Student Progress 507(39)
On the Philosophy of Marking 508(1)
Purposes of Marking and Reporting 509(2)
Recent Developments and Issues in Marking and Reporting Procedures 511(6)
Factors Influencing Teacher Grading 517(1)
Recommendations for Marking Practices 518(2)
Decision Points in Establishing Marking Systems 520(3)
Combining and Weighting Data 523(5)
Three Marking Models: A Don't, a Maybe, and a Do 528(4)
Dishonest Ways of Marking 532(2)
Reporting Student Test Scores 534(1)
Parent Conferences 535(4)
Student-Led Conferences 539(1)
Case Study 539(3)
Content Review Statements / Speculations / Suggested Readings 542(4)
Assessing Educational Materials 546(15)
General Criteria for Assessing Educational Materials 547(3)
Evaluating Instructional Text 550(1)
Evaluating Computer Educational Software 551(6)
Content Review Statements / Speculations / Suggested Readings 557(4)
Appendix A: Normal Deviates (z) Corresponding to Proportions (p) and Products (pq) of a Dichotomized Unit Normal Distribution 561(2)
Appendix B: Relationships Among T Scores, z scores, and Percentile Ranks When Raw Scores Are Normally Distributed 563(2)
Glossary 565(16)
References 581(12)
Name and Title Index 593(5)
Subject Index 598
Preface xiii
Part I Overview of Concepts and Issues in Educational Assessment 1(102)
A Perspective on Educational Assessment 3(29)
The Concept of Educational Assessment 5(5)
Educational Assessment and the Teaching-Learning Process 10(1)
Characteristics of Modern Educational Assessment 11(3)
Applications of Educational Assessment Data 14(4)
Dangers in Using Student Test Data to Infer Teacher and School Effectiveness 18(2)
Two Approaches to Assessment: Criterion-Referenced and Norm-Referenced 20(2)
Outline of the Assessment Task Development Process 22(1)
General Criteria for Evaluating Assessment Instruments 23(3)
Web Sites for Educational Assessment Information 26(2)
Content Review Statements / Speculations / Suggested Readings 28(4)
Assessment Standards and Concerns 32(29)
Trends in Student Assessment 33(5)
Assessment: Questions and Answers 38(3)
Ethics and Assessment 41(3)
Technical Standards and Codes of Professional Practice 44(8)
High-Stakes Testing 52(3)
Concerns About Large-Scale Assessment Programs 55(3)
Content Review Statements / Speculations / Suggested Readings 58(3)
The Teaching-Learning Process, Diversity, and Assessment 61(21)
Approaches to Teaching: Direct and Constructivist 63(3)
A Model for Instructional Development 66(4)
Diversity and the Teaching-Learning Process 70(6)
Teaching Practices---Assessment Practices 76(1)
Teaching and Assessment: Some Pitfalls 77(1)
Content Review Statements / Speculations / Suggested Readings 78(4)
Assessment and Cultural Diversity 82(21)
Avoiding Culturally Assaultive Classrooms 83(1)
Assessing the Extent of Diversity in the Classroom 84(1)
Pluralistic Assessment and Multicultural Validity 84(6)
Potential Sources of Bias in Assessment 90(1)
Legal Challenges to Assessment Practices 91(3)
Detecting and Controlling Measurement Bias 94(2)
Multicultural Assessment Standards 96(3)
Content Review Statements / Speculations / Suggested Readings 99(4)
Part II Planning Assessments 103(74)
Specifying Educational and Assessment Outcomes and Standards 105(37)
Types of Outcomes 108(1)
General and Specific Outcomes 109(6)
The Revised Taxonomy of Educational Objectives 115(7)
Specifying Cognitive Outcomes 122(3)
Considerations of Affective Outcomes 125(7)
Case Study 132(4)
Content Review Statements / Speculations / Suggested Readings 136(6)
Planning for the Development, Administration, and Scoring of the Assessment 142(35)
Components of an Assessment Blueprint 144(4)
Constructing a Table of Specifications 148(2)
Administrative Considerations 150(5)
Methods and Control of Cheating 155(2)
Scoring Considerations 157(2)
Test Anxiety and Test Performance 159(4)
Coaching and Test Performance 163(2)
Appropriate and Inappropriate Test Preparation Practices 165(1)
Technology and Assessment 166(5)
Case Study 171(2)
Content Review Statements / Speculations / Suggested Readings 173(4)
Part III Creating Traditional Assessments 177(106)
The Development of Traditional Assessment Tasks 179(51)
Preliminary Considerations 183(1)
General Guidelines for Question Writing 184(1)
Writing Supply and Completion Questions 185(5)
Writing True-False Questions 190(4)
Writing Multiple-Choice Questions 194(9)
Illustrative Multiple-Choice Questions for the Cognitive Domain of the Taxonomy of Educational Objectives 203(3)
Using Multiple-Choice Questions to Measure Problem Solving and Critical Thinking 206(5)
Writing Matching Exercises 211(2)
Creating Assessments for Elementary and Middle School Students 213(6)
Case Study 219(6)
Content Review Statements / Speculations / Suggested Readings 225(5)
Writing Assessment 230(36)
General Types of Essay Questions 231(4)
Special Problem Areas 235(4)
Developing and Critiquing Prompts 239(4)
Models for Scoring Essay Questions 243(4)
Assessing Elementary Student Writing Skills 247(1)
Large-Scale Assessment of Writing Performance 248(13)
Case Study 261(1)
Content Review Statements / Speculations / Suggested Readings 262(4)
Analyzing and Refining Traditional Assessment Tasks 266(17)
Preparing Data for Analysis 268(2)
Using Information About Difficulty and Discrimination 270(5)
Limitations of Question Analysis 275(1)
Developing a Question File 276(1)
Case Study 277(3)
Content Review Statements / Speculations / Suggested Readings 280(3)
Part IV Constructing Modern Assessments 283(90)
Creating Performance, Product, and Observational Assessments 285(43)
Developing Performance Assessments 287(3)
Developing Scoring Rubrics for Performance Assessments 290(5)
An Illustrative Middle School Instructional Technology Performance Assessment 295(3)
Selecting Questions for Performance Assessments 298(2)
Evaluating Questions for Performing Assessments 300(1)
Using Observation to Gather Performance Data 301(4)
Using Rating Scales to Record Performance Data 305(6)
The Development and Use of Anecdotal Records 311(2)
Illustrative Process Assessments 313(4)
Assessing Student Products 317(1)
Oral Exams 318(2)
Case Study 320(4)
Content Review Statements / Speculations / Suggested Readings 324(4)
Creating and Using Portfolio Assessments 328(16)
Types of Portfolios 330(1)
Advantages of Portfolio Assessment 331(1)
Disadvantages of Portfolio Assessment 331(1)
An Illustrative Portfolio---The Charrette 332(4)
Decision Points in the Portfolio Development Process 336(1)
Organizing and Implementing a Portfolio System 336(1)
Portfolio-Based Student-Led Parent (Teacher) Conferences 337(2)
Assessing the Portfolio 339(1)
Case Study 340(1)
Content Review Statements / Speculations / Suggested Readings 340(4)
Assessing Attitudes 344(29)
Suggested Uses of Affective Assessments 345(6)
Approaches to the Assessment of Affective Outcomes 351(4)
Writing Questions for Self-Report Affective Measures 355(1)
Corey's Simplified Scale Construction Technique 356(1)
The Summated Ratings Method (Likert Scales) 357(2)
Free-Response and Opinionnaire Methods 359(4)
Affective Measurement and the Diagnosis of Learning Difficulties 363(5)
Content Review Statements / Speculations / Suggested Readings 368(5)
Part V Summarizing Assessment Data 373(72)
Describing Measurement Data 375(28)
Tabulating Data and Frequency Distributions 377(1)
Relative Position---Percentile Ranks 378(4)
The Total Distribution---Percentiles 382(1)
Average or Typical Performance 383(1)
The Variability of Performance 383(3)
Relative Position---Standard Scores 386(5)
Describing Relationships 391(6)
Case Study 397(2)
Content Review Statements / Speculations / Suggested Readings 399(4)
Defining and Assessing Validity and Reliability 403(42)
The Concept of Errors in Assessment 405(1)
Defining Validity 406(1)
Sources of Validity Evidence 407(5)
Other Faces of Validity 412(1)
Common Sense Approaches to Establishing Classroom Achievement Test Validity 413(2)
Defining Reliability 415(10)
Reliability of Criterion-Referenced Mastery Tests 425(1)
Reliability of Performance Assessments 426(2)
Factors Influencing the Interpretation of Validity and Reliability 428(5)
Validity and Reliability Knowledge Needed by Classroom Teachers 433(1)
Case Study 434(4)
Content Review Statements / Speculations / Suggested Readings 438(7)
Part VI Applications of Assessment Data 445(116)
Standardized Norm- and Criterion-Referenced Measures 447(35)
Classification of Standardized Tests 448(2)
Applications of Standardized Achievement Tests 450(3)
Types of Standardized Achievement Tests 453(7)
Early Childhood and Readiness Testing 460(2)
National Assessment of Educational Progress 462(4)
International Assessments 466(2)
Establishing a Schoolwide Assessment System 468(3)
Locating Information About Tests 471(4)
Selecting an Achievement Test 475(3)
Content Review Statements / Speculations / Suggested Readings 478(4)
Interpreting the Meaning of Standardized Norm-Referenced Test Scores 482(25)
Methods of Expressing Test Scores 483(11)
Criteria for Published Norms and Manuals 494(1)
Teacher Responsibilities 495(1)
Interpreting and Reporting Test Results to the Public 496(2)
Standard Setting for High-Stakes Tests 498(3)
The Lake Wobegon Effect 501(2)
Case Study 503(1)
Content Review Statements / Speculations / Suggested Readings 503(4)
Reporting Student Progress 507(39)
On the Philosophy of Marking 508(1)
Purposes of Marking and Reporting 509(2)
Recent Developments and Issues in Marking and Reporting Procedures 511(6)
Factors Influencing Teacher Grading 517(1)
Recommendations for Marking Practices 518(2)
Decision Points in Establishing Marking Systems 520(3)
Combining and Weighting Data 523(5)
Three Marking Models: A Don't, a Maybe, and a Do 528(4)
Dishonest Ways of Marking 532(2)
Reporting Student Test Scores 534(1)
Parent Conferences 535(4)
Student-Led Conferences 539(1)
Case Study 539(3)
Content Review Statements / Speculations / Suggested Readings 542(4)
Assessing Educational Materials 546(15)
General Criteria for Assessing Educational Materials 547(3)
Evaluating Instructional Text 550(1)
Evaluating Computer Educational Software 551(6)
Content Review Statements / Speculations / Suggested Readings 557(4)
Appendix A: Normal Deviates (z) Corresponding to Proportions (p) and Products (pq) of a Dichotomized Unit Normal Distribution 561(2)
Appendix B: Relationships Among T Scores, z scores, and Percentile Ranks When Raw Scores Are Normally Distributed 563(2)
Glossary 565(16)
References 581(12)
Name and Title Index 593(5)
Subject Index 598
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