Authors: David Allen Payne
ISBN-13: 9780534602826, ISBN-10: 0534602827
Format: Paperback
Publisher: Cengage Learning
Date Published: March 2002
Edition: 2nd Edition
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.
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)
Preface | ||
Ch. 1 | A Perspective on Educational Assessment | 2 |
Ch. 2 | Assessment and the Concerns of Individuals, Society, & Professionals | 24 |
Ch. 3 | The Teaching-Learning Process, Diversity, and Assessment | 48 |
Ch. 4 | Assessment and Cultural Diversity | 68 |
Ch. 5 | Specifying Educational and Assessment Outcomes | 90 |
Ch. 6 | Planning for the Development, Administration, and Scoring of the Assessment | 122 |
Ch. 7 | The Development of Traditional Assessment Tasks | 154 |
Ch. 8 | Performance and Product Assessment | 198 |
Ch. 9 | Writing Assessment | 240 |
Ch. 10 | Assessing Affective Outcomes | 268 |
Ch. 11 | Describing Measurement Data | 296 |
Ch. 12 | Analyzing Data to Improve Assessment Instruments | 322 |
Ch. 13 | Defining and Assessing Validity and Reliability | 340 |
Ch. 14 | Standardized Norm- and Criterion-Referenced Measures | 378 |
Ch. 15 | Interpreting the Meaning of Standardized Norm-Referenced Test Scores | 410 |
Ch. 16 | Reporting Student Progress | 434 |
App. A | Normal Deviates (z) Corresponding to Proportions (p) and Products (pq) of a Dichotomized Unit Normal Distribution | 469 |
App. B | Relationships Among T Scores, z scores, and Percentile Ranks When Raw Scores Are Normally Distributed | 471 |
Glossary | 473 | |
References | 493 | |
Name and Title Index | 507 | |
Subject Index | 511 |