Developing and using classroom assessments /
Oosterhof, Albert
Developing and using classroom assessments / Albert Oosterhof. - 4th - Upper Saddle River, NJ : Pearson Education, 2009. - xii, 292 p.: 24 cm.
Includes bibliographic references and index
Chapter 1: Introduction Significance of Measurement Distinction Between Measurement, Assessment, and Evaluation Settings Where Assessments Show Up Distinction Between Formal and Informal Assessments Roles of Assessment in the Classroom Maximum Versus Typical Performance Summary Key terms PART 1 - How to Establish a Framework for Assessing Your Students Chapter 2: How Assessments Are Interpreted and Used Frames of Reference for Interpreting Performance Meaning of Criterion and Norm-Referenced Interpretations Choosing the Appropriate Interpretation Summary Key Terms Answers: Apply What You are Learning Something to Try Additional Reading Chapter 3: Measurable Objectives and Goals Categories of Learning Outcomes Levels of Cognitive Complexity Instructional Goals Versus Performance Objectives Selecting Performances that Align with Standards Summary Key Terms Answers: Apply What You are Learning Something to Try Additional Reading Chapter 4: Gathering Evidence of Validity Levels of Cognitive Complexity Components of Performance Objectives Instructional Goals Versus Performance Objectives Selecting Performances that Align With Standards Summary Key Terms Answers: Apply What You are Learning Something to Try Additional Reading Chapter 5: Generalizing Performance Why Observations Do Not Generalize Methods for Detecting Inconsistencies Techniques for Improving Generalizability Relation of Generalizability to Validity Summary Key Terms Answers: Apply What You are Learning Something to Try Additional Reading PART 2 - How to Develop, Administer, and Score Written Tests Chapter 6: Completion Items What Completion Items Can Do Qualities Completion Items Should Have Practice With Applying These Desired Qualities to Completion Items Summary Key Terms Answers: Apply What You Are Learning Something to Try Chapter 7: Essay Items What Essay Items Can Do Qualities Essay Items Should Have Practice With Applying These Desired Qualities to Essay Items Scoring Students, Responses to Essay Items Summary Key Terms Answers: Apply What you are Learning Something to Try Additional Reading Chapter 8: Multiple-Choice Items What Multiple-Choice Items Can Do Qualities Multiple-Choice Items Should Have Practice With Applying These Desired Qualities To Multiple-Choice Items Variations of Multiple-Choice Items Optimal Number of Choices Summary Key Terms Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 9: Alternate-Choice Items Variations of Alternate-Choice Items What Alternate-Choice Items Can Do Qualities Alternate-Choice Items Should Have Applying These Desired Qualities To Alternate-Choice Items Summary Key Terms Introduced in the Chapter Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 10: Learning How to Take Written Tests Familiarity With Testing Medium Preparing for a Test Testwiseness Summary Key Terms Introduced in the Chapter Answers: Apply What You Are Learning Something to Try Additional Reading PART 3 - How to Develop, Administer, and Score Alternate Assessments Chapter 11: Informal Observations and Questions Characteristics of Informal Observations and Questions Ensuring the Validity of Informal Assessments Guidelines for Using Informal Observations Guidelines for Using Informal Questions Record Keeping Summary Key Terms Introduced in the Chapter Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 12: Performance Assessment Requisites Characteristics of Performance Assessments Options for Scoring Performance Assessments Actions to Take Before Creating a Performance Assessment Key Terms Introduced in the Chapter Something to Try Additional Reading Chapter 13: Creating Performance Assessments Establishing the Capability to Be Assessed Establishing the Performance to Be Observed Establishing a Plan for Scoring Students, Performance Additional Examples of Creating Performance Assessments Summary Key Terms Introduced in the Chapter Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 14: Portfolios Characteristics of Portfolios Designing Student Portfolios Guiding Students, Use of Portfolios Summary Something to Try Additional Reading PART 4 - How to Use Assessments Chapter 15: Reporting Student Performance Reporting Systems Establishing Grading Criteria Role of Grades in Motivating and Disciplining Students Key Terms Summary Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 16: Norm-Referenced Test Scores Distinction Between Aptitude and Achievement Tests Interpreting Standard Scores Interpreting Percentile Ranks Interpreting Grade Equivalents Summary Key Terms Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 17: Standards-Based Test Scores Interpreting Reports Related to Specific Skill Areas Categorizing the Proficiency of Students Interpreting Scale Scores Summary Key Terms Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 18: Integrating Assessments into Instruction Using External Standards-Based Assessments Using Formative and Summative Evaluations The Role of Electronic Tools Key Terms Summary Answers: Apply What You Are Learning Something to Try Additional Reading
English
978-0-13-241429-6
Examinations--Design and construction
Examinations--Validity
Examinations--Enterpretation
371.261 Oo1d
Developing and using classroom assessments / Albert Oosterhof. - 4th - Upper Saddle River, NJ : Pearson Education, 2009. - xii, 292 p.: 24 cm.
Includes bibliographic references and index
Chapter 1: Introduction Significance of Measurement Distinction Between Measurement, Assessment, and Evaluation Settings Where Assessments Show Up Distinction Between Formal and Informal Assessments Roles of Assessment in the Classroom Maximum Versus Typical Performance Summary Key terms PART 1 - How to Establish a Framework for Assessing Your Students Chapter 2: How Assessments Are Interpreted and Used Frames of Reference for Interpreting Performance Meaning of Criterion and Norm-Referenced Interpretations Choosing the Appropriate Interpretation Summary Key Terms Answers: Apply What You are Learning Something to Try Additional Reading Chapter 3: Measurable Objectives and Goals Categories of Learning Outcomes Levels of Cognitive Complexity Instructional Goals Versus Performance Objectives Selecting Performances that Align with Standards Summary Key Terms Answers: Apply What You are Learning Something to Try Additional Reading Chapter 4: Gathering Evidence of Validity Levels of Cognitive Complexity Components of Performance Objectives Instructional Goals Versus Performance Objectives Selecting Performances that Align With Standards Summary Key Terms Answers: Apply What You are Learning Something to Try Additional Reading Chapter 5: Generalizing Performance Why Observations Do Not Generalize Methods for Detecting Inconsistencies Techniques for Improving Generalizability Relation of Generalizability to Validity Summary Key Terms Answers: Apply What You are Learning Something to Try Additional Reading PART 2 - How to Develop, Administer, and Score Written Tests Chapter 6: Completion Items What Completion Items Can Do Qualities Completion Items Should Have Practice With Applying These Desired Qualities to Completion Items Summary Key Terms Answers: Apply What You Are Learning Something to Try Chapter 7: Essay Items What Essay Items Can Do Qualities Essay Items Should Have Practice With Applying These Desired Qualities to Essay Items Scoring Students, Responses to Essay Items Summary Key Terms Answers: Apply What you are Learning Something to Try Additional Reading Chapter 8: Multiple-Choice Items What Multiple-Choice Items Can Do Qualities Multiple-Choice Items Should Have Practice With Applying These Desired Qualities To Multiple-Choice Items Variations of Multiple-Choice Items Optimal Number of Choices Summary Key Terms Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 9: Alternate-Choice Items Variations of Alternate-Choice Items What Alternate-Choice Items Can Do Qualities Alternate-Choice Items Should Have Applying These Desired Qualities To Alternate-Choice Items Summary Key Terms Introduced in the Chapter Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 10: Learning How to Take Written Tests Familiarity With Testing Medium Preparing for a Test Testwiseness Summary Key Terms Introduced in the Chapter Answers: Apply What You Are Learning Something to Try Additional Reading PART 3 - How to Develop, Administer, and Score Alternate Assessments Chapter 11: Informal Observations and Questions Characteristics of Informal Observations and Questions Ensuring the Validity of Informal Assessments Guidelines for Using Informal Observations Guidelines for Using Informal Questions Record Keeping Summary Key Terms Introduced in the Chapter Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 12: Performance Assessment Requisites Characteristics of Performance Assessments Options for Scoring Performance Assessments Actions to Take Before Creating a Performance Assessment Key Terms Introduced in the Chapter Something to Try Additional Reading Chapter 13: Creating Performance Assessments Establishing the Capability to Be Assessed Establishing the Performance to Be Observed Establishing a Plan for Scoring Students, Performance Additional Examples of Creating Performance Assessments Summary Key Terms Introduced in the Chapter Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 14: Portfolios Characteristics of Portfolios Designing Student Portfolios Guiding Students, Use of Portfolios Summary Something to Try Additional Reading PART 4 - How to Use Assessments Chapter 15: Reporting Student Performance Reporting Systems Establishing Grading Criteria Role of Grades in Motivating and Disciplining Students Key Terms Summary Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 16: Norm-Referenced Test Scores Distinction Between Aptitude and Achievement Tests Interpreting Standard Scores Interpreting Percentile Ranks Interpreting Grade Equivalents Summary Key Terms Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 17: Standards-Based Test Scores Interpreting Reports Related to Specific Skill Areas Categorizing the Proficiency of Students Interpreting Scale Scores Summary Key Terms Answers: Apply What You Are Learning Something to Try Additional Reading Chapter 18: Integrating Assessments into Instruction Using External Standards-Based Assessments Using Formative and Summative Evaluations The Role of Electronic Tools Key Terms Summary Answers: Apply What You Are Learning Something to Try Additional Reading
English
978-0-13-241429-6
Examinations--Design and construction
Examinations--Validity
Examinations--Enterpretation
371.261 Oo1d