Description
Book SynopsisTrade ReviewClassroom Assessment in Action is a very useful book on the subject of classroom assessment and how to incorporate assessment in instruction. It discusses a range of assessment methods, discussing traditional testing approaches in depth while showing the diversity of assessment practices beyond testing. . . [T]his is an excellent introductory text for teachers and professionals about how to construct, evaluate, and improve assessments, authored by expert faculty in the areas of education and psychology. The book gives useful detail on relevant theory and methods, embedding the theoretical discussions in practical examples of how to implement the theory and methods in real-life classroom situations and discussions of how assessment can support decision making at multiple levels. * American Journal of Psychology *
Classroom Assessment in Action is a first-rate text from which to teach classroom assessment. Well chosen topics and an easy-to-read style ensure that their book will be a valuable resource to students preparing to be teachers and principals as well as to professionals who need to revisit issues in classroom assessment. -- James Algina, University of Florida
Classroom Assessment in Action is very readable and useful as a stand-alone first text on the subject, as the material does not require previous training in statistics or measurement. The authors have done an excellent job of addressing the topics that need to be studied by those engaged in classroom assessment, particularly teachers. The treatment of the topic is such that application to classroom instruction should be relatively easy. This would also be an excellent text for a beginning graduate level course in classroom assessment and for both prospective teachers and teachers returning for additional graduate study. -- Allan Cohen, University of Georgia
Shermis and Di Vesta provide a very thorough coverage of the topic of classroom assessment with a very solid grounding in the context of instructional improvement. They also cover the policy issues related to school-based assessment and special topics beyond the standard classroom assessment book. This book is both a practical guide and a great reference for the complex issues that drive school-based assessment. I especially liked the focus on improving tests and instruction and the practical guidelines for scoring open-ended assessments. I strongly endorse this book for courses on classroom assessment or as a reference work for those who are in the trenches evaluating student work in an instructional context. -- Mark D. Reckase, Michigan State University
Table of ContentsPreface 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
