Developing and Using Classroom Assessments
3rd Edition
Published on 26. February 2004
Book
Paperback/Softback
256 pages
978-0-13-094204-3 (ISBN)
Description
For Test and Measurement courses. Also appropriate as a supplement in an Educational Psychology or Teaching Methods course where assessment is given more than cursory treatment.
This brief, inexpensive text focuses on how to write, construct, and use assessments in the classroom. It continues to take a balanced approach to assessment, involving both traditional and innovative techniques. It includes the development and use of written tests, informal assessments, portfolios, and performance assessments. This balanced approach to assessment is what prospective teachers need when they get into the classroom.
This brief, inexpensive text focuses on how to write, construct, and use assessments in the classroom. It continues to take a balanced approach to assessment, involving both traditional and innovative techniques. It includes the development and use of written tests, informal assessments, portfolios, and performance assessments. This balanced approach to assessment is what prospective teachers need when they get into the classroom.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 191 mm
Weight
458 gr
ISBN-13
978-0-13-094204-3 (9780130942043)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Albert Oosterhof
Developing and Using Classroom Assessments
Book
02/2009
4th Edition
Pearson
€95.18
Article exhausted; check different version
Previous edition
Albert Oosterhof
Developing and Using Classroom Assessments
Book
09/1998
2nd Edition
Pearson
€25.99
Article exhausted; check for reprint
Content
1. Introduction.
I. HOW TO ESTABLISH A FRAMEWORK FOR ASSESSING YOUR STUDENTS.
2. Determining How Your Assessments Will Be Interpreted and Used.
3. Establishing Measurable Objectives and Goals.
4. Gathering Evidence of Validity.
5. Generalizing Observed Performance to Unobserved Performance.
II. HOW TO DEVELOP, ADMINISTER, AND SCORE WRITTEN TESTS.
6. Completion and Short-Answer Items.
7. Essay Items.
8. Multiple-Choice Items.
9. Alternate-Choice Items.
10. Learning How to Take Written Tests.
III. HOW TO DEVELOP, ADMINISTER, AND SCORE ALTERNATIVE ASSESSMENTS.
11. Informal Observations and Questions.
12. Considerations When Using Performance Assessments.
13. Creating Performance Assessments.
14. Portfolios.
IV. HOW TO USE ASSESSMENTS AND REPORT RESULTS.
15. Integrating Assessment into Instruction.
16. Reporting Student Performance to Parents and Others.
17. Interpreting and Using Standardized Tests.
References.
Index.
I. HOW TO ESTABLISH A FRAMEWORK FOR ASSESSING YOUR STUDENTS.
2. Determining How Your Assessments Will Be Interpreted and Used.
3. Establishing Measurable Objectives and Goals.
4. Gathering Evidence of Validity.
5. Generalizing Observed Performance to Unobserved Performance.
II. HOW TO DEVELOP, ADMINISTER, AND SCORE WRITTEN TESTS.
6. Completion and Short-Answer Items.
7. Essay Items.
8. Multiple-Choice Items.
9. Alternate-Choice Items.
10. Learning How to Take Written Tests.
III. HOW TO DEVELOP, ADMINISTER, AND SCORE ALTERNATIVE ASSESSMENTS.
11. Informal Observations and Questions.
12. Considerations When Using Performance Assessments.
13. Creating Performance Assessments.
14. Portfolios.
IV. HOW TO USE ASSESSMENTS AND REPORT RESULTS.
15. Integrating Assessment into Instruction.
16. Reporting Student Performance to Parents and Others.
17. Interpreting and Using Standardized Tests.
References.
Index.