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Informationen zum Autor Mark D. Shermis is professor of education and dean at the University of Akron. Francis J. Di Vesta is professor emeritus at Pennsylvania State University. Klappentext 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. And, ultimately, the authors shed light on the myriad of factors that impact test score interpretation. Inhaltsverzeichnis PrefaceAcknowledgmentsA Note to the Reader: Theory to PracticeChapter 1: Orientation to AssessmentA Definition to AssessmentThe Components of AssessmentWho Uses Classroom Assessment and Why?Policy Makers' Use of Assessment: The No Child Left Behind ActHow You Will Incorporate Assessment in InstructionYour Knowledge about AssessmentThe Consequences of Poor Assessment PracticesContemporary Classroom AssessmentSummaryChapter 2 Planning AssessmentsScores and Their InterpretationCriterion-Referenced AssessmentsNorm-Referenced AssessmentsMaking Plans for AssessmentCreating Blueprints for Specific AssessmentsTest BlueprintsAssessment Modalities and the Role of ObservationSummaryChapter 3: Observation: Bases of AssessmentMaking ObservationsDirect ObservationTeachers as ObserversComponents and Purposes of ObservationMaking ObservationsSummaryChapter 4: Formative Assessment: Using Assessment for Improving InstructionDistinctions between Summative and Formative AssessmentFormal and Informal Formative AssessmentInterpretation of Feedback in Formative AssessmentUsing Assessments as Evidence of ProgressThe Dynamics of Formative AssessmentFeedbackAsking the Right Questions in AssessmentImplementing Formative AssessmentDesigning Appropriate Formative TestsSummaryChapter 5: Performance AssessmentDefinitionsPerformance AssessmentsBehavioral Objectives ReduxCreating RubricsAdvantages of Using RubricsImproving Consistency of RatingsPortfolio AssessmentSummaryChapter 6: Developing Objective TestsConsiderations in Choosing a Test FormatTrue-False TestsMultiple-ChoiceMatching TestsThe Challenge in Assessing Higher-Order ThinkingSummaryChapter 7: Developing Subjective TestsConstructed Responses TestsShort Answer QuestionsEssay QuestionsEvaluating EssaysSummaryChapter 8: Selecting Standardized TestsObjectivesPrinciples for Selecting Standardized TestsSources to Guide Selection of Standardized TestsBuros Mental Measurements Yearbook and Tests in PrintThe ETS Test CollectionERICStandards for Educational and Psychological TestingStandardized Tests and Classroom AssessmentsSummaryChapter 9: Technology in AssessmentTechnological Formats for Instruction: Emergence of Formative AssessmentTechnology and AssessmentSome Available Testing SoftwareMeasurement and Reports of Problem SolvingTechnology-Based Science Assessment Environments (Quellmalz & Haertel, 2000)Expansion of Computer-Based Assessment TechnologyObservationsSummaryAppendix: Resource List of Websites Pertaining to AssessmentChapter 10: Improving TestsThe Context of Test ImprovementItem ImprovementTesting for MasteryKeep an Item Bank or Item Pool: Putting It All TogetherSome General Guidelines for Improving Test ItemsSummaryChapter 11: Domain Specific Assessment and LearningPerspectives on Subject-Matter Instruction and AssessmentConstructivism in AssessmentAssessment at Instructional PhasesConstructing and Using Questionnai...
