Description
Book SynopsisIt is commonly believed that highly subjective humans ultimately perform all testing and grading efforts and that all testing and grading is completely subjective. However, Quentin Durham argues that there is no such thing as "objective" testing or grading. With wit and clarity, The Realities of Classroom Testing and Grading suggests that all testing and grading efforts—from preschool to high school—are fundamentally the same. The instructor teaches what the student is supposed to learn, assesses the student's understanding, and reports the assessment to the people who count. This book discusses a wide variety of generally taboo or ignored topics such as the multiple benefits of testing and grading beyond the obvious, realities of standardized exams, open book exams, teaching exam-taking, exam subjectivity and relevance, "test wiley" students, cheating, parent conferences, grading methods that make sense, and lots more.
Trade ReviewIn contrast to the people who just talk about classroom testing and grading, this book is aimed specifically at the people who are involved in the process on a daily, nose-to-the chalkboard basis. The book is witty, clear, and occasionally a bit iconoclastic. Do you, your students and their parents a favor—get and use this dynamite book. -- L. Mancini, Ed.D., teacher with fifteen years of classroom experience
This book is an absolute winner, and it is about time. I wish I'd had it when I started teaching. Over many years of teaching a variety of elementary classes, and attending a depressing number of education school courses, I'd never encountered any discussion of the realities of classroom testing and grading. I strongly recommend it to anybody interested in education—teacher, student, or parent. -- J. Caldwell, Graduate School of Education, University of California, Berkeley
Thank goodness for a breath of fresh air! I'm particularly charmed by the book's thesis that all testing and grading—all levels and subjects—is fundamentally the same. Preschool potty training and Naval night carrier landings—all the same. -- D.J.D. Rathbun, Ed.D., University of South Florida
My son will get his degree in education in a few weeks and I've told him that his most useful graduation present will be a copy of this book. -- R.H. McMillan, professor with twenty-four years of classroom experience
Durham positions himself in opposition of what he calls "EdBiz" literature, stressing instead jargon-free discussion and commonsense approach. * Reference and Research Book News *
I've never taught in any classroom, but I've been responsible for bringing up six kids. I sure wish I'd had this book earlier. Its wit and wisdom regarding what goes on in a typical classroom's testing and grading processes would have been deliciously helpful. -- Roger O. Durham, BA (Engineering), Lebanese American University
Table of ContentsPart 1 Introduction Chapter 2 Why Bother to Test? Chapter 3 Subjectivity Chapter 4 Relevance Chapter 5 Validity Chapter 6 Design Chapter 7 Open-Book Exams Chapter 8 Performance Exams Chapter 9 Forced-Answer Exams Chapter 10 Essay Exams Chapter 11 Grading Chapter 12 Posttest Activities
