Measuring and Evaluating School Learning
3rd Edition
Published on 5. May 2001
Book
Hardback
550 pages
978-0-205-32388-3 (ISBN)
Description
This text uses a practical approach to introduce readers to the elements of assessment which are essential to quality teaching.
Measuring and Evaluating School Learning focuses on the information and skills teachers need to design, develop, analyze, and interpret tests and to use test results in planning, monitoring, and evaluating instruction. Since its first appearance, this text has presented a systems-based approach to classroom assessment. Readers are challenged to consider their students' characteristics, school district curricula, and their particular school's environment and resources in developing their tests. The third edition has built on this systems foundation and anchors these concepts to recent reform movements related to learner-centered and curriculum-centered classroom assessment and teacher accountability.
Measuring and Evaluating School Learning focuses on the information and skills teachers need to design, develop, analyze, and interpret tests and to use test results in planning, monitoring, and evaluating instruction. Since its first appearance, this text has presented a systems-based approach to classroom assessment. Readers are challenged to consider their students' characteristics, school district curricula, and their particular school's environment and resources in developing their tests. The third edition has built on this systems foundation and anchors these concepts to recent reform movements related to learner-centered and curriculum-centered classroom assessment and teacher accountability.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 250 mm
Width: 150 mm
Thickness: 15 mm
Weight
250 gr
ISBN-13
978-0-205-32388-3 (9780205323883)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Most chapters conclude with "Computer Technology," "Summary," "Practice Exercises," "Feedback," "Suggested Readings," and "Computer Technology."
1.Introduction.
Designing Learner-Centered and Curriculum-Centered Classroom Assessments.
Developing Classroom Assessments.
Analyzing and Evaluating Student Progress.
Communicating Students' Progress.
Documenting the Process.
I.DESIGNING LEARNER-CENTERED AND CURRICULUM-CENTERED CLASSROOM ASSESSMENTS.
2.Planning for New Classes.
Planning for Curriculum-Centered Assessment.
Planning for Learner-Centered Assessment.
3.Analyzing Instructional Goals for Instruction and Tests.
Levels of Learning.
Types of Learning.
Procedures for Analyzing Instructional Goals.
Using a Matrix Diagram to Analyze Intellectual Skills.
Using a Tree Diagram to Analyze Intellectual Skills.
Using a Flowchart to Analyze Intellectual Skills.
Analyzing Instructional Goals That Are Verbal Information.
4.Designing Tests and Item Specifications to Help Ensure Validity and Reliability.
Measurement, Tests, and Evaluation.
Criterion-Referenced Tests.
Validity and Test Design.
Reliability and Test Design.
Types of Subordinate Skills.
Types of Tests.
Designing Tests Using Tables of Test Specifications.
Designing Comprehensive Term and Semester Exams.
Writing Test Item or Task Specifications.
Using an Instructional Goal Framework to Generate Test Item Specifications.
Using Quality Criteria to Create Test Items and Tasks.
II.DEVELOPING CLASSROOM ASSESSMENTS.
5.Writing Objective Test Items.
Developing Written-Response Test Items.
Developing Selected-Response Test Items.
Writing Multiple-Choice Items.
Writing Objective Test Items.
Assembling an Objective Test.
Formative Evaluation of Items.
6.Constructing and Using Essay and Product Development Tests.
Analyzing Instructional Goals That Require Essay or Product Development Responses.
Writing Questions and Instructions.
Developing Scoring Procedures.
Avoiding Common Errors in Test Development, Scoring, and Grading.
Using Product Rating Forms as an Instructional Tool.
An Example.
7.Constructing and Using Tests That Require Active Performance.
Analyzing Instructional Goals That Require Active Performance.
Developing Performance Tests.
Formatively Evaluating the Performance Test Form and Procedures.
Rating Students' Performances.
An Example.
8.Constructing and Using Measures of Students' Attitudes and Classroom Behavior.
Identifying Attitudes to Be Evaluated.
Analyzing Instructional Goals That Are Attitudes.
Developing Forms to Assess Classroom Behavior.
Rating Students' Attitudes and Behavior.
Developing Attitude Questionnaires.
9.Developing and Administering Tests for Nonreading, ESOL, and Exceptional Students.
Testing Groups of Nonreaders.
Testing Individual Nonreaders.
Testing Students with Limited Reading Skills.
Testing Students with English as a Second or Other Language (ESOL).
III. ANALYZING AND EVALUATING STUDENT PROGRESS.
10.Evaluating Group Performance.
Describing the Distribution of Test Scores.
Using Measures of Central Tendency.
Using Measures Variability.
11.Analyzing Test Items, Tasks, and Tests.
Item Difficulty Analysis.
Item Discrimination Analysis.
Item Distractor Analysis.
Evaluating Items Using Student Performance Data.
Test Internal Consistency Analysis.
Calculating Indices for Item and Test Evaluation.
12.Evaluating Individual Performance and Instruction.
Conducting a Criterion-Referenced Analysis.
Evaluating the Quality of Instruction.
Evaluating Group Progress.
Conducting a Norm-Referenced Analysis.
IV.COMMUNICATING STUDENT PROGRESS.
13.Developing and Using Portfolios.
Developing Portfolios to Monitor Growth on Instructions Goals.
Choosing Goal-Free Exhibits for Portfolios.
14.Grading and Reporting Student Progress.
Managing Classroom Records.
Creating Curriculum-Based Report Cards.
Combining Posttest Scores into a Composite Score.
Converting Composite Scores into Term Grades.
Creating the Conduct Record.
Confounding the Achievement Grade.
Creating the Daily Record.
Preparing for Conferences.
15.Interpreting Standardized Test Results.
Criterion-Referenced Achievement Tests.
Norm-Referenced Achievement Tests.
Scholastic Aptitude Tests.
Norm-Referenced Test Scores.
Test Records for Individual Students.
Class Records.
School Records.
Using Standardized Test Results for Personal Value-Added Assessment in Your Classroom.
Appendices.
A: Simple Matrix Diagram.
B: Sample Table of Behavioral Objectives.
C: Sample Table of Test Specifications.
D: Entry Behaviors Test for Writing Paragraphs.
E: Pretest for Writing Paragraphs (I. Paragraphs and II. Topic Sentences).
F: First Practice Test for the Topic Sentence Area (II.1).
G: Paragraph Unit Posttest (Topic Sentence Portion).
H: Sample Rating Scale.
I: Sample Group Performance Measures.
J: Sample Item Analysis.
K: Sample Norm-Referenced Analysis and Mastery Analysis.
Index.
1.Introduction.
Designing Learner-Centered and Curriculum-Centered Classroom Assessments.
Developing Classroom Assessments.
Analyzing and Evaluating Student Progress.
Communicating Students' Progress.
Documenting the Process.
I.DESIGNING LEARNER-CENTERED AND CURRICULUM-CENTERED CLASSROOM ASSESSMENTS.
2.Planning for New Classes.
Planning for Curriculum-Centered Assessment.
Planning for Learner-Centered Assessment.
3.Analyzing Instructional Goals for Instruction and Tests.
Levels of Learning.
Types of Learning.
Procedures for Analyzing Instructional Goals.
Using a Matrix Diagram to Analyze Intellectual Skills.
Using a Tree Diagram to Analyze Intellectual Skills.
Using a Flowchart to Analyze Intellectual Skills.
Analyzing Instructional Goals That Are Verbal Information.
4.Designing Tests and Item Specifications to Help Ensure Validity and Reliability.
Measurement, Tests, and Evaluation.
Criterion-Referenced Tests.
Validity and Test Design.
Reliability and Test Design.
Types of Subordinate Skills.
Types of Tests.
Designing Tests Using Tables of Test Specifications.
Designing Comprehensive Term and Semester Exams.
Writing Test Item or Task Specifications.
Using an Instructional Goal Framework to Generate Test Item Specifications.
Using Quality Criteria to Create Test Items and Tasks.
II.DEVELOPING CLASSROOM ASSESSMENTS.
5.Writing Objective Test Items.
Developing Written-Response Test Items.
Developing Selected-Response Test Items.
Writing Multiple-Choice Items.
Writing Objective Test Items.
Assembling an Objective Test.
Formative Evaluation of Items.
6.Constructing and Using Essay and Product Development Tests.
Analyzing Instructional Goals That Require Essay or Product Development Responses.
Writing Questions and Instructions.
Developing Scoring Procedures.
Avoiding Common Errors in Test Development, Scoring, and Grading.
Using Product Rating Forms as an Instructional Tool.
An Example.
7.Constructing and Using Tests That Require Active Performance.
Analyzing Instructional Goals That Require Active Performance.
Developing Performance Tests.
Formatively Evaluating the Performance Test Form and Procedures.
Rating Students' Performances.
An Example.
8.Constructing and Using Measures of Students' Attitudes and Classroom Behavior.
Identifying Attitudes to Be Evaluated.
Analyzing Instructional Goals That Are Attitudes.
Developing Forms to Assess Classroom Behavior.
Rating Students' Attitudes and Behavior.
Developing Attitude Questionnaires.
9.Developing and Administering Tests for Nonreading, ESOL, and Exceptional Students.
Testing Groups of Nonreaders.
Testing Individual Nonreaders.
Testing Students with Limited Reading Skills.
Testing Students with English as a Second or Other Language (ESOL).
III. ANALYZING AND EVALUATING STUDENT PROGRESS.
10.Evaluating Group Performance.
Describing the Distribution of Test Scores.
Using Measures of Central Tendency.
Using Measures Variability.
11.Analyzing Test Items, Tasks, and Tests.
Item Difficulty Analysis.
Item Discrimination Analysis.
Item Distractor Analysis.
Evaluating Items Using Student Performance Data.
Test Internal Consistency Analysis.
Calculating Indices for Item and Test Evaluation.
12.Evaluating Individual Performance and Instruction.
Conducting a Criterion-Referenced Analysis.
Evaluating the Quality of Instruction.
Evaluating Group Progress.
Conducting a Norm-Referenced Analysis.
IV.COMMUNICATING STUDENT PROGRESS.
13.Developing and Using Portfolios.
Developing Portfolios to Monitor Growth on Instructions Goals.
Choosing Goal-Free Exhibits for Portfolios.
14.Grading and Reporting Student Progress.
Managing Classroom Records.
Creating Curriculum-Based Report Cards.
Combining Posttest Scores into a Composite Score.
Converting Composite Scores into Term Grades.
Creating the Conduct Record.
Confounding the Achievement Grade.
Creating the Daily Record.
Preparing for Conferences.
15.Interpreting Standardized Test Results.
Criterion-Referenced Achievement Tests.
Norm-Referenced Achievement Tests.
Scholastic Aptitude Tests.
Norm-Referenced Test Scores.
Test Records for Individual Students.
Class Records.
School Records.
Using Standardized Test Results for Personal Value-Added Assessment in Your Classroom.
Appendices.
A: Simple Matrix Diagram.
B: Sample Table of Behavioral Objectives.
C: Sample Table of Test Specifications.
D: Entry Behaviors Test for Writing Paragraphs.
E: Pretest for Writing Paragraphs (I. Paragraphs and II. Topic Sentences).
F: First Practice Test for the Topic Sentence Area (II.1).
G: Paragraph Unit Posttest (Topic Sentence Portion).
H: Sample Rating Scale.
I: Sample Group Performance Measures.
J: Sample Item Analysis.
K: Sample Norm-Referenced Analysis and Mastery Analysis.
Index.