For Classroom Assessment and Test and Measurement courses in Education Departments For years, this outstanding, classic text has been the market-leader for courses in Classroom Assessment and Test and Measurement taught in Education Departments across the nation. In a presentation that assumes no previous knowledge of assessment or measurement, the text provides crystal clear step-by-step instruction on such topics as constructing test questions, aligning assessment with learning goals, and interpreting standardized tests. Providing readers with an understanding of the role of assessment in the instructional process, the book helps students learn how to construct effective test questions that are aligned with learning objectives, evaluate published tests and properly interpret scores of standardized tests. The revision has been thoroughly updated and revised to include: The changing context of testing and assessment now required to meet state and federal assessment mandates; Many new examples of classroom assessments have been added; A stronger emphasis on the development of assessments testing higher order thinking skills, such as analysis, synthesis and evaluation; Updated discussion of student motivation on standardized test; Materials on published tests reflect new editions and new approaches to assessment; Significant coverage of the Standards Movement and No Child Left Behind legislation; Detailed, straightforward guidelines for how to construct test items with many concrete examples; and Coverage of both formative and summative assessment and of all practical aspects of classroom assessment teachers need. Measurement and Assessment in Teaching, tenth edition, introduces the elements of measurement and assessment that are essential to good teaching, once again paving the way for future educators.     Highlights of the New Edition include: Major revisions in Chapter 1 reflect the changing context of testing and assessment now required to meet state and federal assessment mandates Many new examples of classroom assessments have been added. Revisions in Chapter 6, Planning Classroom Tests and Assessments, give the chapter a stronger emphasis on the development of assessments testing higher order thinking skills, such as analysis, synthesis and evaluation. The discussion of student motivation on standardized tests in Chapter 18, Test Selection, Administration, and Use, is updated. References to many Web sites have been added or updated. Materials on published tests reflect new editions and new approaches to assessment.

Table of Contents:
TOC   PART I            THE MEASUREMENT AND ASSESSMENT PROCESS   Chapter 1    Educational Testing and Assessment: Context, Issues, and Trends Educational Assessment: Barometer and Lever of Reform Five Decades of Test-Based Educational Reform Technological Advances in Testing and Assessment Public Concern About Testing and Assessment Chapter 2    The Role of Measurement and Assessment in Teaching Instructional Decisions Requiring Assessment Data Assessment, Test, and Measurement General Principles of Assessment Assessment and the Instructional Process Types of Assessment Procedures Summary of Assessment Categories Chapter 3    Instructional Goals and Objectives: Foundation for Assessment Instructional Objectives as Learning Outcomes From Overly Specific Objectives to the Thinking Curriculum Method of Stating Instructional Objectives Chapter 4    Validity Nature of Validity Major Considerations in Assessment Validation Content Considerations Construct Considerations Assessment-Criterion Relationships Consideration of Consequences Factors Influencing Validity Chapter 5    Reliability and Other Desired Characteristics Nature of Reliability Determining Reliability by Correlation Methods Standard Error of Measurement Factors Influencing Reliability Measures Reliability of Assessments Evaluated in Terms of a Fixed Performance Standard Usability           PART II            CLASSROOM TESTS AND ASSESSMENTS   Chapter 6    Planning Classroom Tests and Assessments The Purpose of Classroom Testing and Assessment Developing Specifications for Tests and Assessments Selecting Appropriate Types of Items and Assessment Tasks Considerations in Preparing Relevant Test Items and Assessment Tasks Chapter 7    Constructing Objective Test Items: Simple Forms Short-Answer Items True-False or Alternative-Response Items Matching Exercises Chapter 8    Constructing Objective Test Items: Multiple-Choice Forms Characteristics of Multiple-Choice Items Uses of Multiple-Choice Items Advantages and Limitations of Multiple-Choice Items Suggestions for Constructing Multiple-Choice Items Chapter 9    Measuring Complex Achievement: The Interpretive Exercise Nature of the Interpretive Exercise Forms and Uses of the Interpretive Exercise Advantages and Limitations of Interpretive Exercises Suggestions for Constructing Interpretive Exercises Chapter 10    Measuring Complex Achievement: Essay Questions Forms and Uses of Essay Questions Summary Comparison of Learning Outcomes Measured Advantages and Limitations of Essay Questions Suggestions for Constructing Essay Questions Scoring Criteria Suggestions for Scoring Essay Questions Chapter 11    Measuring Complex Achievement: Performance-Based Assessments Types of Performance-Based Assessment Advantages and Limitations of Performance Assessments Suggestions for Constructing Performance Tasks Performance Criteria Scoring Rubrics and Rating Scales Checklists Student Participation in Rating Chapter 12    Portfolios What Qualifies as a Portfolio of Student Work? Potential Strengths and Weaknesses of Portfolios Purpose of Portfolios Guidelines for Portfolio Entries Guidelines and Students' Role in Selection of Portfolio Entries and Self-Evaluation Evaluation Criteria Using Portfolios in Instruction and Communication Chapter 13    Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report Anecdotal Records Student Judgments and Reports Peer Appraisal Self-Report Techniques Attitude Measurement Interest Inventories Personality Measures Chapter 14    Assembling, Administering, and Appraising Classroom Tests and Assessments Assembling the Classroom Test Administering and Scoring Classroom Tests and Assessments Appraising Classroom Tests and Assessments Building a File of Effective Items and Tasks Chapter 15    Grading and Reporting Functions of Grading and Reporting Systems Types of Grading and Reporting Systems Multiple Grading and Reporting Systems Assigning Letter Grades Record-Keeping and Grading Software Conducting Parent-Teacher Conferences Reporting Standardized Test Results to Parents           PART III            SELECTING AND USING PUBLISHED TESTS   Chapter 16    Achievement Tests Characteristics of Standardized Achievement Tests Standardized Tests versus Informal Classroom Tests Standardized Achievement Test Batteries Achievement Tests in Specific Areas Customized Achievement Tests Individual Achievement Tests Chapter 17    Aptitude Tests Achievement and Aptitude Tests Scholastic Aptitude and Learning Ability Group Tests of Learning Ability Individual Tests Cautions in Interpreting and Using Learning Ability Scores Culture-Fair Testing Differential Aptitude Testing Chapter 18    Test Selection, Administration, and Use Obtaining Information About Published Tests Selecting Appropriate Tests Administering Published Tests Using Results of Published Tests Chapter 19    Interpreting Test Scores and Norms Methods of Interpreting Test Scores Grade Norms Percentile Rank Standard Scores Profiles Skill Analysis Judging the Adequacy of Norms Using Local Norms Cautions in Interpreting Test Scores   APPENDICES   Appendix A    Elementary Statistics Appendix B    Professional Journals for Locating Measurement and Assessment Articles Appendix C    Content Standards Appendix D    Standards for Teacher Competence in Educational Assessment of Students Appendix E    Test Publishers Appendix F    Selected Published Tests Appendix G    Taxonomy of Educational Objectives Appendix H    Relating Assessment Procedures to Instructional Objectives