Classroom assessment : concepts and applications / Peter W. Airasian, Michael Russell.
By: Airasian, Peter W
Contributor(s): Russell, Michael K
Publisher: Boston : McGraw-Hill Higher Education, c2008Edition: 6th edDescription: xxv, 412 p. : ill. ; 23 cmISBN: 9780073403762 (alk. paper); 0073403768 (alk. paper)Subject(s): Educational tests and measurements -- United States | Academic achievement -- United States -- Testing | Education -- United States -- EvaluationDDC classification: 371.260973 LOC classification: LB3051 | .A5627 2008Online resources: Table of contents only | Publisher description | Contributor biographical informationItem type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
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BOOK | COLLEGE LIBRARY | COLLEGE LIBRARY SUBJECT REFERENCE | 371.260973 Ai72 2008 (Browse shelf) | Available | CITU-CL-44356 |
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371.26 Sa391 2017 Assessment in special and inclusive education / | 371.26013 C744 2009 The concept of validity : revisions, new directions, and applications / | 371.260285 W141 1990 Computerized adaptive testing : a primer / | 371.260973 Ai72 2008 Classroom assessment : concepts and applications / | 371.260973 C189 1994 Measuring and evaluating school learning / | 371.260973 Ex71 1991 Expanding student assessment / | 371.260973 K951 2000 Educational testing and measurement : classroom application and practice / |
Peter W. Airasian is Professor of Education at Boston College, where he is Chair of the Educational Research, Measurement, and Evaluation Program. His main teaching responsibilities are instructing pre- and in-service teachers in classroom assessment strategies. He received his Ph.D. from the University of Chicago, with a concentration in testing, evaluation, and assessment. He is a former high school chemistry and biology teacher. He has authored numerous books on assessment, including of Minimal Competency Testing (1979), School Effectiveness: A Reassessment of the Evidence (1980), The Effects of Standardized Testing (1982), Teacher Evaluation Toolkit (1997), Assessment in the Classroom (1997 and 2000), and Classroom Assessment (1991, 1994, 1997, and 2001)). He is a past Chair of the American Educational Research Association’s Special Interest Group on Classroom Assessment. Currently, he is continuing his study of the role of assessments in classrooms and examining issues related to the evaluation of teachers.
Includes bibliographical references and indexes.
PREFACE xxi
CHAPTER 1
THE BREADTH OF CLASSROOM
ASSESSMENT 1
PURPOSE OF CLASSROOM ASSESSMENT 4
Establishing Classroom Equilibrium 5
Planning and Conducting Instruction 5
Placing Pupils 6
Providing Feedback and Incentives 6
Diagnosing Pupil Problems and Disabilities 6
Judging and Grading Academic Learning and Progress 7
TYPES OF ASSESSMENT 7
Chapter Case Study 10
ASSESSMENT, TESTING, MEASUREMENT,
AND EVALUATION 9
THREE GENERAL WAYS TO COLLECT DATA:
PAPER-AND-PENCIL, OBSERVATION,
AND ORAL QUESTIONING 10
Paper-and-Pencil Techniques 11
Observation Techniques 11
Oral Questioning Techniques 12
STANDARDIZED AND NONSTANDARDIZED
ASSESSMENTS 13
Standardized Assessments 13
Nonstandardized Assessments 13
Technology Assessment =ERIC: Practical Assessment, Research,
and Evaluation= 14
Administration in Groups 14
GOOD ASSESSMENTS: VALID AND RELIABLE 14
Validity 16
Key Assessment Tools 1.1 =Key Aspects of Assessment Validity= 17
Reliability 17
Key Assessment Tools 1.2 =Key Aspects of Assessment Reliability= 18
ETHICAL ISSUES AND RESPONSIBILITIES 20
Ethic Issues and Assessment 20
Fairness in Accommodating Special Needs 22
Chapter Summary 23
OLC Chapter Review 23
Questions for Discussion 24
Activities 24
Review Questions 24
References 25
CHAPTER 2
LEARNING ABOUT PUPILS: EARLY
ASSESSMENT 26
GATHERING INFORMATION ABOUT PUPILS 28
Technology and Assessment =What Typical Young Readers Really
Are Like= 30
SOURCES OF LEARNING ABOUT PUPILS 32
FORMING PUPIL DESCRIPTIONS 34
CONCERNS ABOUT ETHICS AND ACCURACY 36
The General Problem 37
The Problem in Terms of Validity and Reliability 38
Chapter Case Study 39
IMPROVING EARLY ASSESSMENTS 41
Key Assessment Tools 2.1 =Threats to the Validity and Reliability
of Early Assessments= 42
CLUES TO LANGUAGE DISABILITIES 46
Chapter Summary 48
OLC Chapter Review 48
CONTENTS _ x
Questions for Discussion 49
Activities 49
Review Questions 49
References 50
CHAPTER 3
LESSON PLANNING AND ASSESSMENT
OBJECTIVES 51
THE INSTRUCTIONAL PROCESS 53
INSTRUCTIONAL PLANNING 55
Pupil Characteristics 57
Teacher Characteristics 58
Instructional Resources 58
THREE LEVELS OF TEACHING OBJECTIVES 60
THREE DOMAINS OF OBJECTIVES 62
The Cognitive Domain 63
The Affective Domain 65
The Psychomotor Domain 66
STATING AND CONSTRUCTING OBJECTIVES 67
Essential Elements of the Statement 67
Forming Complete Statements 68
Chapter Case Study 70
Some Good Examples of Objectives 71
Key Assessment Tools 3.1 =Criteria for Successful Objectives= 72
Questions Often Asked about Educational Objectives 72
LESSON PLANS 73
Key Assessment Tools 3.2 =Components of a Lesson Plan= 74
Many Instructional Approaches 74
Writing a Plan 75
Technology and Assessment 75
IMPROVING THE TIE BETWEEN PLANNING
AND ASSESSMENT 76
Key Assessment Tools 3.3 =Guidelines in Planning Instruction= 78
PLANNING, DISABILITIES,
AND ACCOMMODATIONS 78
Legal Issues 79
Disabilities and Accommodations 83
Key Assessment Tools 3.4 =Required Contents of an Individual
Education Plan= 84
Chapter Summary 85
OLC Chapter Review 86
Questions for Discussion 87
Activities 87
Review Questions 87
References 88
CHAPTER 4
OTHER SOURCES OF EDUCATIONAL
OBJECTIVES AND ASSESSMENTS 89
TEXTBOOK OBJECTIVES AND ASSESSMENTS 89
Evaluating Textbook Objectives and Lesson Plans 91
Key Assessment Tools 4.1 =Basic Factors to Consider When Examining
Textbook Objectives and Lesson Plans= 93
Key Assessment Tools 4.2 =Key Points to Consider in Judging
Textbook Tests= 94
Evaluating Textbook Tests 94
STATEWIDE ASSESSMENTS 95
The Rising Stakes 95
The Variety of Statewide Standards 96
Construction of Statewide Assessments 100
Scoring Statewide Assessments 104
Examples of Comprehensive Statewide Assessment 106
IMPLICATIONS OF HIGH-STAKES TESTING 108
The Impact on Teachers and Teaching 109
Technology Assessment =Computer-based Practice for State Testing= 112
Reconsidering High-Stakes Testing 114
Chapter Case Study 114
Motivating Pupils and Teachers for Statewide Testing 115
Staying Focused on Quality in the Classroom 116
NO CHILD LEFT BEHIND 116
Expectations and Outcomes of NCLB 117
Current Status of NCLB 118
Federal Accommodations for Disabilities 118
Controversial Issues for NCLB 118
Chapter Summary 119
OLC Chapter Review 119
Questions for Discussion 120
Activities 120
Review Questions 121
References 121
CHAPTER 5
ASSESSMENT DURING
INSTRUCTION 123
ASSESSMENT TASKS DURING INSTRUCTION 125
Teachersp Thinking during Instruction 127
Assessing Abnormal and Normal Behavior 127
The Need for Practical Knowledge 128
Assessment Indicators during Instruction 129
Chapter Case Study 130
VALIDITY AND RELIABILITY IN INSTRUCTIONAL
ASSESSMENT 130
Problems That Affect Instructional Validity 131
Problems That Affect Instructional Reliability 132
Key Assessment Tools 5.1 =Validity and Reliability Problems
of Instructional Assessment= 133
IMPROVING ASSESSMENT DURING
INSTRUCTION 133
QUESTIONING: PURPOSES AND STRATEGIES 135
Purposes and Types of Questioning 135
Training Students to Self-Assess 139
Key Assessment Tools 5.2 =Encouraging Pupil Questioning Skills
and Self-Assessment of Learning= 139
Questioning Strategies 140
ACCOMMODATIONS DURING INSTRUCTION 141
Common Disabilities and Accommodations 142
Technology and Assessment =Computer Adaptive Testing (CAT)= 143
Common Disabilities and Accommodations When Planning
and Instructing 144
Common Nondisability Teacher-Pupil Issues 145
Chapter Summary 146
Chapter OLC Review 146
Questions for Discussion 147
Activities 147
Review Questions 147
References 148
CHAPTER 6
OFFICIAL ASSESSMENTS 149
FORMATIVE AND SUMMATIVE ASSESSMENTS 150
THE LOGIC OF FORMAL ASSESSMENT 153
PLANNING AN OFFICIAL ASSESSMENT 154
Chapter Case Study 154
Using a Table of Specifications 155
Decisions in Planning a Test 157
Key Assessment Tools 6.1 =Key Points to Consider in Judging
Textbook Tests= 161
Key Assessment Tools 6.2 =Common Problems in Developing
or Selecting Tests to Assess Pupil Achievement= 162
PREPARING PUPILS FOR OFFICIAL ASSESSMENTS 162
Issues of Test Preparation 162
Key Assessment Tools 6.3 =åDo No Harmp Testing Practices= 164
Provide Good Instruction 164
Technology and Assessment =Interactive Multi-Media Exercises
(IMMEX)= 165
Review before Testing 165
Ensure Familiarity with Question Formats 166
Scheduling the Test 167
Giving Pupils Information about the Test 168
Chapter Summary 169
OLC Chapter Review 169
Questions for Discussion 170
Activity 170
Review Questions 171
References 171
CHAPTER 7
PAPER-AND-PENCIL TESTING 172
SELECTION AND SUPPLY TEST ITEMS 174
Selection Items 174
Supply Items 176
Comparing Selection and Supply 177
HIGHER-LEVEL QUESTIONS 177
Essay Questions 179
Interpretive Exercises 179
Chapter Case Study 182
GUIDELINES FOR WRITING AND CRITIQUING
TEST ITEMS 182
Cover Important Objectives 182
Write Clearly and Simply: Seven Rules 185
Review Items before Testing 194
Technology and Assessment: =Computer versus Paper Testing= 195
Key Assessment Tools 7.1 =Writing Test Items= 196
ACCOMMODATIONS: SUBSTITUTIONS
FOR PAPER-AND-PENCIL 197
Chapter Summary 200
OLC Chapter Review 201
Questions for Discussion 201
Activities 201
Review Questions 203
References 203
CHAPTER 8
IMPROVING PAPER-AND-PENCIL
ASSESSMENTS 204
ASSEMBLING TESTS 205
Key Assessment Tools 8.1 =Guidelines for Assembling a Test= 207
ADMINISTERING TESTS 208
Physical Setting 208
Psychological Setting 208
Key Assessment Tools 8.2 =Guidelines for Administering a Test= 209
Keeping Track of Time 209
ISSUES OF CHEATING 210
Types of Cheating on Tests 210
Plagiarizing 211
Deterring Cheating 211
Chapter Case Study 212
SCORING PAPER-AND-PENCIL TESTS 214
Scoring Selection Items 215
Scoring Short-Answer and Completion Items 215
Scoring Essay Items 217
Key Assessment Tools 8.3 =Guidelines for Scoring a Test= 220
ANALYZING ITEM VALIDITY 220
The Need for After-Test Reviewing: Two Examples 221
Selective Reviewing of Multiple-Choice Items 222
DISCUSSING TEST RESULTS WITH PUPILS 224
TESTING STUDENTS WITH DISABILITIES 224
Technology and Assessment: =Accommodating Students
with Disabilities During Testing= 226
Chapter Summary 227
OLC Chapter Review 227
Questions for Discussion 228
Activities 228
Review Questions 229
References 229
CHAPTER 9
PERFORMANCE ASSESSMENTS 230
PERFORMANCE ASSESSMENTS 232
The General Role of Performance Assessment in Schools 234
Performance-Oriented Subjects 235
Chapter Case Study 235
Early Childhood and Special Needs Pupils 236
Key Assessment Tools 9.1 =Early Childhood Behavior Areas= 237
DEVELOPING PERFORMANCE ASSESSMENTS 237
Define the Purpose of Assessment 238
Identify Performance Criteria 239
Key Assessment Tools 9.2 =Examples of Performance Criteria= 240
Key Assessment Tools 9.3 =Guidelines for Stating Performance
Criteria= 245
Provide a Setting to Elicit and Observe the Performance 245
Chapter Case Study 246
Develop a Score to Describe the Performance 246
ANECDOTAL RECORDS, CHECKLISTS,
AND RATING SCALES 247
Anecdotal Records 247
Checklists 247
Rating Scales 250
RUBRICS 253
Two Methods of Scoring 253
Devising Rubrics 254
Key Assessment Tools 9.4 =General Steps in Preparing and Using
Rubrics= 256
Technology and Assessment =Performance Assessment
Resources= 258
More Examples of Rubrics 259
Involving Pupils in the Use of Rubrics 260
Key Assessment Tools 9.5 =Generic Rubric to Score Writing
to Persuade= 262
PORTFOLIOS 263
Key Assessment Tools 9.6 =What Can Go into a Portfolio= 264
Key Assessment Tools 9.7 =Portfolio Questions= 265
Purpose of Portfolios 266
Performance Criteria 266
Setting 267
Scoring 268
VALIDITY AND RELIABILITY OF PERFORMANCE
ASSESSMENTS 271
Preparing Pupils 272
Validity 273
Reliability 274
Key Assessment Tools 9.8 =Improving Validity and Reliability
of Performance Assessments= 275
Chapter Summary 276
OLC Chapter Review 276
Questions for Discussion 277
Activities 278
Review Questions 279
References 279
CHAPTER 10
GRADING 281
RATIONALE AND DIFFICULTIES OF GRADING 283
Why Grade? 283
The Difficulty of Grading 289
GRADING AS JUDGMENT 290
Chapter Case Study 291
FOUR TYPES OF COMPARISON FOR GRADING 292
Norm-Referenced Grading (Comparison with Other Pupils) 292
Criterion-Referenced Grading (Predefined Standards) 294
Comparison to a Pupilps Ability 298
Comparison to Pupil Improvement 300
GRADING FOR COOPERATIVE LEARNING AND PUPILS
WITH DISABILITIES 300
Grading in Cooperative Learning 300
Grading Pupils with Disabilities 302
DECIDING WHAT TO GRADE 305
Academic Achievement 306
Affective Performances 307
SUMMARIZING VARIED TYPES
OF ASSESSMENT 308
What Should Be Included in a Grade? 312
Selecting Weights for Assessment Information 313
Combining Different Assessment Information 314
Technology and Assessment =Norm-Referenced and Criterion-
Referenced Grading Systems= 315
Validity of the Information 316
Computing Overall Scores 318
TWO APPROACHES TO ASSIGNING GRADES 319
A Criterion-Referenced Example 319
Key Assessment Tools 10.1 =Steps in the Grading Process= 321
A Norm-Referenced Example 321
Key Assessment Tools 10.2 =Guidelines for Grading= 322
OTHER METHODS OF REPORTING PUPIL
PROGRESS 323
Parent-Teacher Conferences 323
Key Assessment Tools 10.3 =Options for Parent-Teacher
Communication= 323
Additional Reporting Methods 326
Key Assessment Tools 10.4 =Parent-Teacher Conferences= 327
Chapter Summary 327
OLC Chapter Review 328
Questions for Discussion 328
Activity 329
Review Questions 330
References 330
CHAPTER 11
COMMERCIAL STANDARDIZED
ACHIEVEMENT TESTS 332
HOW COMMERCIAL ACHIEVEMENT TESTS ARE
CREATED 335
Test Construction 336
ADMINISTERING THE TEST 340
The Need for Consistent Administration 340
Accommodations for Disabilities 341
INTERPRETING SCORES 342
Percentile Rank Scores 343
Stanine Scores 343
Grade Equivalent Scores 344
Chapter Case Study 346
THREE EXAMPLES OF TEST INTERPRETATION 346
Example 1: Pupil Performance Report 347
Example 2: Class Performance Report 351
Example 3: Summary Report for Parents 353
THE VALIDITY OF COMMERCIAL ACHIEVEMENT
TESTS 355
Appropriate Coverage 356
Representative Norms 357
Conditions of Administration 357
Potential Misinterpretations 358
Technology and Assessment =Resources for Commercial
Standardized Tests= 359
REPORTING RESULTS TO PARENTS 360
Key Assessment Tools 11.1 =Reporting Standardized Test Results
to Parents= 361
CLASSROOM ASSESSMENT: SUMMING UP 362
Collecting Assessment Information 362
Interpreting Assessment Information: Five Guidelines 363
Key Assessment Tools 11.2 =Principles for Interpreting Assessment
Information= 363
Key Assessment Tools 11.3 =Guidelines for Interpreting Assessment
Information= 367
Assessment: A Tool Used Wisely 367
Chapter Summary 368
OLC Chapter Review 368
Questions for Discussion 369
Activity 370
Review Questions 370
References 371
APPENDIX A 372
Standards for Teacher Competence in Educational Assessment of Students
APPENDIX B 380
Taxonomy of Educational Objectives; Major Categories
APPENDIX C 381
Sample Individual Education Plan
APPENDIX D 389
Statistical Applications for Classroom Assessment
GLOSSARY 399
CREDITS 403
NAME INDEX 405
SUBJECT INDEX 408
Classroom Assessment: Concepts and Applications views classroom assessment as an everyday, ongoing, integral part of teaching, not something that is separated from life in classrooms. The text is thus organized in a manner that follows the natural progression of teacher decision making, from organizing the class as a learning community to planning and conducting instruction to the formal evaluation of learning and, finally, to grading. Classroom Assessment presents complex concepts clearly so that pre-service teachers can understand them, and solidly grounds these concepts in best practice through practical, real, well-integrated examples. The text conceives of classroom assessment in a broader way than many other texts. It focuses not only on the assessment needs of testing, grading, interpreting standardized tests, and performance assessments but also on assessment concerns in organizing a classroom at the start of school, planning and implementing instruction, and strategies of teacher self reflection.
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