Pub. Date:
Allyn & Bacon, Inc.
Assessment for Effective Teaching: Using Context-Adaptive Planning / Edition 1

Assessment for Effective Teaching: Using Context-Adaptive Planning / Edition 1

by Gerald S. Hanna


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Product Details

ISBN-13: 9780205389414
Publisher: Allyn & Bacon, Inc.
Publication date: 10/17/2003
Edition description: New Edition
Pages: 448
Product dimensions: 7.60(w) x 9.50(h) x 1.10(d)

Table of Contents

Part IAssessment in Perspective1
Chapter 1Assessment and Evaluation in Teaching and Learning1
Assessment in Education2
Standards for Assessment of Students3
Terms Used in Assessment4
Themes for Effective Classroom Assessment7
Teacher-Made Tests8
Observations and Interviews9
Published Tests11
Assessment and Evaluation for Teaching and Learning13
A Demonstration Test18
Chapter 2Role of Objectives in Instruction and Assessment22
As Educators, Where Do We Want to Go?22
Aims of Instruction23
Taxonomies of Educational Objectives24
Comparing Simple Objectives with Complex Objectives32
Two Families of Learning Theories33
Two Types of Objectives35
Terminal Student Behaviors38
Measures of Maximum Performance Versus Measures of Typical Performance40
Chapter 3Instructional Contexts of Classroom Assessment44
Dimensions of Individual Differences46
Kinds of Subject Matter53
Instruction and Assessment for Transfer62
Chapter 4Instructional Objectives and Kinds of Tests, Scores, and Interpretations72
Instructional Objectives73
Kinds of Tests81
Kinds of Score Interpretations87
Kinds of Scores93
Context-Adaptive Planning and Graphic96
Part IIDeveloping and Using Teacher-Made Assessments99
Chapter 5Context-Adaptive Planning of Instruction and Assessment99
Selecting Appropriate Assessment Techniques100
Planning Teacher-Made Paper-Pencil, Product, and Performance Tests101
Chapter 6Developing Completion, Alternate-Choice, and Matching Items121
What Are Objective Items?122
Completion and Short-Answer Items122
Selection-Type Items128
Chapter 7Developing Multiple-Choice Items and Interpretive Exercises141
Multiple-Choice Items141
Interpretive Exercises163
Chapter 8Developing and Scoring Essays, Other Products, and Portfolios175
Product Measures195
Chapter 9Developing and Scoring Performance Measures208
The Nature of Performance Assessment209
Developing Performance Assessments211
Scoring Performance Measures219
Maximum Versus Typical Performance230
Directions and Procedures for Assessing Performance231
Program Evaluation233
Part IIISecuring, Managing, Using, and Reporting Assessment Information237
Chapter 10Editing, Producing, Administering, Scoring, Analyzing, and Storing Teacher-Made Tests237
Assembling Classroom Tests238
Editing the Final Test239
Reproducing Classroom Tests240
Administering Tests241
Scoring Teacher-Made Tests245
Directions Regarding Guessing248
Item Files250
Item Analysis251
Computer Storage and Retrieval of Assessment Data263
Chapter 11Management of Measurement and Evaluation Data267
Frequency Distributions and Percentile Ranks268
Measures of Central Tendency271
Measures of Variability276
Standard Scores280
Combining Data for Grades284
Chapter 12Marking, Reporting, and Conferencing293
Purposes and Functions of Grades294
Sources of Ambiguity in Grades296
Toward a Rational System of Grading301
Communicating Through Conferencing316
Chapter 13Assessment Issues for Students with Special Needs326
Student Entitlement Versus Student Need327
Special Education Legislation327
Applying the Logic of Cap to IEPs330
Assessment Adaptations for Students with Special Needs338
Portfolios and Special Education Students341
Grading and Reporting Issues for Students with Special Needs342
Part IVChoosing and Using Published Instruments346
Chapter 14Features of Effective Assessments346
Economy and Practicality347
Chapter 15Derived Scores and Their Interpretation375
Kinds of Derived Scores and their Features376
Appropriate Computational Uses of Derived Scores386
Appropriate Interpretive Uses of Derived Scores386
Chapter 16Published Instruments398
A Few Glimpses of Assessment History398
Uses of Published Instruments for Assessment400
Achievement Tests400
Aptitude Tests404
Other Published Instruments411
Locating and Evaluating Published Instruments415
Epilogue: The Validity of Classroom Assessments421
Measuring the Intended Subject Matter and Mental Processes421
Assessing All That One Intends to Assess421
Assessing the Components in the Desired Proportions421
Measuring No Unintended Components422
Achieving Desirable Consequences from Assessments422
Avoiding Undesirable Consequences from Assessment423
Concluding Statement424
Name Index433
Subject Index437

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