Classroom Assessment in Action clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide clear and ordered discussions of how assessment and instruction is integrated into a functional process to enhance student learning. Guidelines are set forth for constructing various common assessments. Procedures are laid out to evaluate and improve assessments once they are constructed. Ultimately, the authors shed light on the myriad of factors that impact test score interpretation. In today's classroom, technology has become a constant companion, and Classroom Assessment in Action exposes teacher candidates to emerging technologies they might encounter in building their repertoire of assessments, whether it be automated essay scoring or electronic portfolios. Classroom Assessment in Action guides its readers to a complete and thorough understanding of assessment and measurement so that they can confidently work with students and parents in explaining results, whether they are from a high-stakes statewide assessment or the grading philosophy to which they ascribe.

Table of Contents:
Preface Acknowledgments A Note to the Reader: Theory to Practice Chapter 1: Orientation to Assessment A Definition to Assessment The Components of Assessment Who Uses Classroom Assessment and Why? Policy Makers’ Use of Assessment: The No Child Left Behind Act How You Will Incorporate Assessment in Instruction Your Knowledge about Assessment The Consequences of Poor Assessment Practices Contemporary Classroom Assessment Summary Chapter 2 Planning Assessments Scores and Their Interpretation Criterion-Referenced Assessments Norm-Referenced Assessments Making Plans for Assessment Creating Blueprints for Specific Assessments Test Blueprints Assessment Modalities and the Role of Observation Summary Chapter 3: Observation: Bases of Assessment Making Observations Direct Observation Teachers as Observers Components and Purposes of Observation Making Observations Summary Chapter 4: Formative Assessment: Using Assessment for Improving Instruction Distinctions between Summative and Formative Assessment Formal and Informal Formative Assessment Interpretation of Feedback in Formative Assessment Using Assessments as Evidence of Progress The Dynamics of Formative Assessment Feedback Asking the Right Questions in Assessment Implementing Formative Assessment Designing Appropriate Formative Tests Summary Chapter 5: Performance Assessment Definitions Performance Assessments Behavioral Objectives Redux Creating Rubrics Advantages of Using Rubrics Improving Consistency of Ratings Portfolio Assessment Summary Chapter 6: Developing Objective Tests Considerations in Choosing a Test Format True-False Tests Multiple-Choice Matching Tests The Challenge in Assessing Higher-Order Thinking Summary Chapter 7: Developing Subjective Tests Constructed Responses Tests Short Answer Questions Essay Questions Evaluating Essays Summary Chapter 8: Selecting Standardized Tests Objectives Principles for Selecting Standardized Tests Sources to Guide Selection of Standardized Tests Buros Mental Measurements Yearbook and Tests in Print The ETS Test Collection ERIC Standards for Educational and Psychological Testing Standardized Tests and Classroom Assessments Summary Chapter 9: Technology in Assessment Technological Formats for Instruction: Emergence of Formative Assessment Technology and Assessment Some Available Testing Software Measurement and Reports of Problem Solving Technology-Based Science Assessment Environments (Quellmalz & Haertel, 2000) Expansion of Computer-Based Assessment Technology Observations Summary Appendix: Resource List of Websites Pertaining to Assessment Chapter 10: Improving Tests The Context of Test Improvement Item Improvement Testing for Mastery Keep an Item Bank or Item Pool: Putting It All Together Some General Guidelines for Improving Test Items Summary Chapter 11: Domain Specific Assessment and Learning Perspectives on Subject-Matter Instruction and Assessment Constructivism in Assessment Assessment at Instructional Phases Constructing and Using Questionnaires to Measure Dispositions, Metacognitions, and Affect Summary Helpful Readings Chapter 12: Grading On the Nature of Learning in Public Schools Technology Applied to Grading Reporting Grades: The Report Card Beyond Grades Summary Chapter 13: Supplementary Assessment of Individual Differences A Classroom Model Underlying Assessment Using Measures of Individual Differences Categories of Individual Differences Culture as a Source of Individual Differences Measuring by Use of Self-Reports: Assessment of Affect and Learner Motivations Graphic Organizers of Achievement of Course Content Assessment Based on Multiple Intelligence Self-Reports of Preferences: Assessment of Learning Styles Responses to Intervention (RTI) A System for Instruction-Based Assessment Dynamic Assessment: Measuring Change and Potential for Learning Integrating Assessments: The Case Study Summary Chapter 14: High-Stakes Testing: Policy and Accountability An Overview Policy and Accountability Assessment for Educational Policy and Accountability: The National Assessment of Educational Progress Assessment in Policy for Accountability: The No Child Left Behind (NCLB) Legislation Summary Chapter 15: Assessment and "Best Practices" Purposes Served by Best Practices Studies Teacher Preparation for Assessment Practices Benchmarking as a Component of Best Practice Studies Best Practices Research Best Practices for Educational Improvement Using Best Practices in Teacher Education Chapter 16: Test Bias, Fairness, and Testing Accommodations Obtained Scores, True Scores, and Error Student Characteristics and Normative Comparisons Bias in the Construction of Assessments Bias through Question Formats Bias in the Administration of Assessments Fairness Testing Accommodations Summary