Applied Educational Assessment, Macintosh

Applied Educational Assessment, Macintosh

by David Allen Payne
     
 

ISBN-10: 0534508456

ISBN-13: 9780534508456

Pub. Date: 01/28/1997

Publisher: Cengage Learning

The first testing and measurement text to fully integrate modern assessment needs, this text introduces future teachers to the principles and information needed to plan, monitor, and evaluate their students performances.

Overview

The first testing and measurement text to fully integrate modern assessment needs, this text introduces future teachers to the principles and information needed to plan, monitor, and evaluate their students performances.

Product Details

ISBN-13:
9780534508456
Publisher:
Cengage Learning
Publication date:
01/28/1997
Edition description:
Older Edition
Pages:
514
Product dimensions:
7.58(w) x 9.56(h) x 1.16(d)

Related Subjects

Table of Contents

PART 1: OVERVIEW OF CONCEPTS AND ISSUES IN EDUCATIONAL ASSESSMENT. 1. A PERSPECTIVE ON EDUCATIONAL ASSESSMENT. Educational Assessment: A Context for Educational Measurement and Evaluation. The Nature and Place of Measurement in Assessment. Characteristics of Modern Educational Assessment. Applications of Educational Assessment Data. Two Approaches to Assessment: Norm-Referenced and Criterion-Referenced. Outline of the Assessment Task Development Process. Content Review Statements. Speculations. Suggested Readings. 2. ASSESSMENT AND THE CONCERNS OF INDIVIDUALS, SOCIETY, AND PROFESSIONALS. Trends in Student Assessment. Assessment: Questions and Answers. Ethics and Assessments. Assessment Standards and Professional. PART 1: OVERVIEW OF CONCEPTS AND ISSUES IN EDUCATIONAL ASSESSMENT. 1. A PERSPECTIVE ON EDUCATIONAL ASSESSMENT. Educational Assessment: A Context for Educational Measurement and Evaluation. The Nature and Place of Measurement in Assessment. Characteristics of Modern Educational Assessment. Applications of Educational Assessment Data. Two Approaches to Assessment: Norm-Referenced and Criterion-Referenced. Outline of the Assessment Task Development Process. Content Review Statements. Speculations. Suggested Readings. 2. ASSESSMENT AND THE CONCERNS OF INDIVIDUALS, SOCIETY, AND PROFESSIONALS. Trends in Student Assessment. Assessment: Questions and Answers. Ethics and Assessments. Assessment Standards and Professional Monitoring. Concerns About External Assessment Programs. Content Review Statements. Speculations. Suggested Readings. 3. THE TEACHING-LEARNING PROCESS, DIVERSITY, AND ASSESSMENT. Teaching and Learning. Diversity and the Teaching-LearningProcess. A Model for Instructional Development. Measurement-Driven Instruction: Pros and Cons. Teaching Practices-Assessment Practices. Teaching and Assessment: Some Pitfalls. Content Review Statements. Speculations. Suggested Readings. 4. ASSESSMENT AND CULTURAL DIVERSITY. Avoiding Culturally Assaultive Classrooms. Assessing the Extent of Diversity in the Classroom. Pluralistic Assessment and Multicultural Validity. Potential Sources of Bias in Assessment. Legal Challenges to Assessment Practices. Detecting and Controlling Measurement Bias. Multicultural Assessment Standards. Content Review Statements. Speculations. Suggested Readings. PART 2: PLANNING ASSESSMENTS. 5. SPECIFYING EDUCATIONAL AND ASSESSMENT OUTCOMES. Types of Outcomes. General and Specific Outcomes. The Taxonomy of Educational Objectives. Specifying Cognitive Outcomes. Considerations of Affective Outcomes. Instructional versus Assessment Objectives. Content Review Statements. Speculations. Suggested Readings. 6. PLANNING FOR THE DEVELOPMENT, ADMINISTRATION, AND SCORING OF THE ASSESSMENT. Components of an Assessment Blueprint. Constructing a Table of Specifications. General Criteria for Evaluating Assessment Instruments. Teacher Responsibilities. Administrative Considerations. Scoring Considerations. Test-wiseness, Coaching, and Test Anxiety. Computer Applications in Test Development and Administration. Content Review Statements. Speculations. Suggested Readings. PART 3: CONSTRUCTING ASSESSMENTS. 7. THE DEVELOPMENT OF TRADITIONAL ASSESSMENT TASKS. Preliminary Considerations. General Guidelines for Question Writing. Writing Supply and Completion Questions. Writing True-False Questions. Suggestions for Writing Multiple-Choice Questions. Illustrative Multiple-Choice Questions for the Cognitive Domain of the Taxonomy of Educational Objectives. Using Multiple-Choice Questions to Measure Problem Solving and Logical Thinking. Writing Matching Exercises. Creating Assessments for Elementary and Middle School Students. Content Review Statements. Speculations. Suggested Readings. 8. PERFORMANCE AND PRODUCT ASSESSMENT. Developing Performance Assessments. Developing Scoring Rubrics. Portfolio Assessment. An Illustrative Science Performance Assessment. Using Observations to Gather Performance Data. Using Rating Scales to Record Performance Data. Illustrative Process Assessments. Assessing Products. Oral Exams. Content Review Statements. Speculations. Suggested Readings. 9. WRITING ASSESSMENT. General Types of Essay Questions. Special Problem Areas. Models for Scoring Essay Questions. Large Scale Assessment of Writing Performance. Content Review Statements. Speculations. Suggested Readings. 10. ASSESSING AFFECTIVE OUTCOMES. Suggested Uses of Affective Measures. Approaches to the Assessment of Affective Outcomes. Writing Questions for Self-Report Affective Measures. Corey's Simplified Scale Construction Technique. The Method of Summated Ratings (Likert Scales). Free-Response and Opinionnaire Methods. Affective Measurement and the Diagnosis of Learning Disabilities. Content Review Suggestions. Speculations. Suggested Readings. PART 4: SUMMARIZING DATA AND INSTRUMENT REFINEMENT. 11. DESCRIBING MEASUREMENT DATA. Tabulating Data and Frequency Distributions. Relative Position-Percentile Ranks. The Total Distribution-Percentiles. Average or Typical Performance. The Variability of Performances. Relative Position-Standard Scores. Methods of Expressing Test Scores. Describing Relationships. Content Review Statements. Speculations. Suggested Readings. 12. ANALYZING DATA TO IMPROVE ASSESSMENT INSTRUMENTS. Preparing Data for Analysis. Using Information About Difficulty and Discrimination. Examining Distractor Effectiveness. Limitations of Question Analysis. Selecting Questions for Criterion-Referenced Measures. Developing a Question File. Content Review Statements. Speculations. 13. DEFINING AND ASSESSING VALIDITY AND RELIABILITY. The Concept of Errors in Assessment. Defining Validity. Types and Methods of Assessing Validity. Methods of Assessing Validity. Common-Sense Approaches to Establishing Classroom Achievement Test Validity. Defining and Assessing Reliability. Reliability of Criterion-Referenced Mastery Tests. Factors Influencing the Interpretation of Reliability and Validity. Basic Validity and Reliability Knowledge Needed by Classroom Teachers. Content Review Statements. Speculations. Suggested Readings. PART 5: APPLICATIONS OF ASSESSMENT DATA. 14. STANDARDIZED NORM AND CRITERION REFERENCED MEASURES. Classification of Standardized Tests. Contrasting Standardized and Nonstandardized Tests. Types of Standardized Achievement Tests. Uses of Standardized Achievement Tests. Early Childhood and Readiness testing. Kinds of Norms. Criteria for Published Norms and Manuals. Interpreting Profiles. Criterion-Referenced Measures. Standard Setting. The National Assessment of Educational Progress. Establishing a Schoolwide Assessment System. Locating Information About Tests. Selecting an Achievement Test. Content Review Statements. Speculations. Suggested Readings. 15. INTERPRETING THE MEANING OF STANDARDIZED NORM-REFERENCED TEST SCORES. Methods of Expressing Test Scores. Kinds of Norms. Criteria for Published Norms and Manuals. Teacher Responsibilities. Interpreting and Reporting Test Results to the Public. Computer Generated Interpretation. Standard Setting for High-Stakes Tests. The Wall Chart. The Lake Woebegone Effect. Content Review Statements. Speculations. Suggested Readings. 16. REPORTING STUDENT PROGRESS. On the Philosophy of Marking. Purposes of Marking and Reporting. Recent Developments and Issues in Marking and Reporting Procedures. Recommendations for Marking Practices. Decision Points in Establishing Marking Systems. Combining and Weighting Data. Three Marking Models: A Don't, a Maybe, and a Do. Dishonest Ways of Marking. Reporting Student Test Scores. Parent Conferences. Content Review Statements. Speculations. Suggested Readings. Appendix A: Normal Deviates (z) Corresponding to Proportions (p) and Products (pq) of a Dichotomized Unit Normal Distribution. Appendix B: Relationships Among T Scores, z scores, and Percentile Ranks When Raw Scores are Normally Distributed. References. Glossary. Name and Title Index. Subject Index.

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