Includes bibliographical reference and index.

Machine generated contents note: Bigger Picture Context of Classroom Assessment --
21st-Century Knowledge, Skills, and Dispositions --
Technology --
Principles of Cognitive and Sociocultural Learning and Motivation --
Standards-Based Education --
High-Stakes Testing --
Integrating Instruction and Assessment --
Realities of Teaching --
Instructional Decision Making and Assessment --
Components of Classroom Assessment --
Purpose --
Measurement --
Interpretation --
Use --
Diagnosis --
Grading --
Instruction --
Recent Trends in Classroom Assessment --
Teachers' Classroom Assessment and Grading Practices Decision Making --
Classroom Assessment Knowledge and Skills for Teachers --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Knowing Where Your Students Are Going --
Revisiting the Big Picture --
Goals --
Standards --
State Standards --
Common Core State Standards --
Educational Objectives --
Taxonomies of Educational Objectives --
Bloom's Taxonomy of Objectives --
Bloom's Revised Taxonomy of Objectives --
Marzano and Kendall's New Taxonomy --
Learning Targets --
Types of Knowledge Targets --
Knowledge Representation --
Declarative Knowledge and Understanding --
Procedural Knowledge and Understanding --
Deep Understanding and Reasoning --
Criteria for Selecting Learning Targets --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
What Is High-Quality Classroom Assessment? --
Clear and Appropriate Learning Targets --
Alignment of Assessment Methods and Learning Targets --
Types of Assessment Methods --
Matching Targets with Methods --
Knowledge and Simple Understanding --
Deep Understanding and Reasoning --
Skills --
Products --
Affect/Dispositions --
Validity --
What Is a Valid Assessment? --
How Is Validity Determined? --
Content-Related Evidence --
Criterion-Related Evidence --
Consequential Evidence --
Reliability --
What Is a Reliable Score? --
Assessment Error --
How Is Reliability Determined for Classroom Assessments? --
How to Improve Classroom Assessment Reliability --
Fairness --
Transparency: Student Knowledge of Learning Targets and Assessments --
Opportunity to Learn --
Prerequisite Knowledge and Skills --
Avoiding Student Stereotyping --
Avoiding Bias in Assessment Tasks and Procedures --
Accommodating Special Needs and English Language Learners --
Model of Fairness in Classroom Assessment --
Positive Consequences --
Positive Consequences for Students --
Positive Consequences for Teachers --
Alignment with Standards --
Practicality and Efficiency --
Teacher Familiarity with the Method --
Time Required --
Complexity of Administration --
Ease of Scoring --
Ease of Interpretation --
Cost --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
What Is Formative Assessment? --
Process of Formative Assessment --
Characteristics of Formative Assessment --
Gathering Informal Formative Assessment Evidence --
Informal Formative Assessment Observation --
Assessing Nonverbal Behavior --
Assessing Voice-Related Cues --
Sources of Error in Informal Observation --
Informal Oral Questioning --
Characteristics of Effective Questioning --
Formal Formative Assessment --
Structured Exercises --
Pretests --
Homework --
In-Class Assignments --
Quizzes and Unit Tests --
Classroom Response Systems --
Interim Assessments --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Providing Effective Feedback --
Types of Feedback --
Goal Referenced --
Scaffolded --
Self-Referenced --
Standards-Referenced --
Determining the Nature of the Feedback --
Amount --
Timing --
Mode --
Audience --
Type of Task --
Differentiated Formative Feedback --
Learner Level of Ability --
Grade Level --
Subject --
Anticipating Feedback --
What About Giving Praise? --
Instructional Adjustments --
Mastery Learning --
Differentiated Instruction --
Response to Intervention --
Learning Progressions --
Model of Instructional Adjustments for Formative Assessment --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Planning Summative Assessment --
Representative Sampling --
Use Assessment Blueprint --
Number of Items --
Number and Length of Assessments --
Grade Level --
Type of Item --
Use of Assessments Provided by Textbook and Test Publishers and School Districts --
Preparing Students for Summative Assessments --
Assessment-Taking Skills and Testwiseness --
Item Type and Format --
Assessment Anxiety --
When to Construct Summative Assessments --
Putting Summative Assessments Together --
Preparing Assessment Directions --
Arranging Items --
Physical Layout --
Administering Summative Assessments --
Use of Summative Assessments --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Multiple-Choice Items --
Assessing Knowledge and Comprehension --
Assessing Application --
Assessing Deep Understanding and Reasoning --
Binary-Choice Items --
Assessing Knowledge and Comprehension --
Assessing Deep Understanding and Reasoning --
Assessing Application --
Matching Items --
Selected-Response Interpretive Exercises --
Assessing Comprehension --
Assessing Deep Understanding and Reasoning --
Technology-Enhanced Selected-Response Items --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Choosing the Right Type of Constructed-Response Item --
Completion Items --
Short-Answer Items --
Assessing Knowledge and Comprehension --
Assessing Deep Understanding and Reasoning --
Essay Items --
Constructing Essay Items --
Scoring Essays --
Technology-Enhanced Scoring of Constructed-Response Items --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
What Is Performance Assessment? --
Strengths and Limitations of Performance Assessments --
Advantages --
Disadvantages --
Learning Targets for Performance Assessments --
Deep Understanding --
Reasoning --
Skills --
Communication and Presentation Skills --
Psychomotor Skills --
Products --
Constructing Performance Tasks --
Step 1: Identify the Performance Task --
Restricted- and Extended-Type Performance Tasks --
Step 2: Prepare the Task Description --
Step 3: Prepare the Performance Task Question or Prompt --
Performance Criteria --
Scoring and Evaluating --
Checklists --
Rating Scales --
Rubrics --
Developing Rubrics --
Holistic or Analytic? --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
What Are Portfolios? --
Advantages --
Disadvantages --
Planning for Portfolio Assessment --
Purpose --
Learning Targets and Standards --
Uses --
Identify Physical and/or Digital Structure --
Determine Nature of the Content --
Determine Student Self-Reflective Guidelines and Scoring Criteria --
Implementing Portfolio Assessment --
Review with Students --
Supplying Portfolio Content --
Student Self-Reflection --
Teacher Evaluation and Feedback --
Checklists of Contents --
Portfolio Structure Evaluation --
Evaluations of Individual Entries --
Evaluation of Entire Contents --
Student-Teacher Conferences --
Eportfolios --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Are "Noncognitive" Disposition and Skill Targets Important? --
What Are Dispositional Traits and Learning Targets? --
Attitude Targets --
Value Targets --
Motivation Targets --
Self-Concept Targets --
Self-Efficacy Targets --
Interpersonal Skill Learning Targets --
Methods of Assessing "Noncognitive" Dispositions and Skills --
Teacher Observation --
Unstructured Observation --
Structured Observation --
Teacher Interviews --
Student Self-Report Questionnaires and Surveys --
Constructed-Response Formats --
Selected-response Formats --
Student Self-Assessment --
Self-Assessment Strategies --
Which Method or Combination of Methods Should I Use? --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Assessing Students with Special Needs --
Legal Mandates --
Assessing Students for Identification --
Prereferral --
Formal Referral --
Mild Mental Retardation --
Sensory Impairment --
Physical Impairment --
Learning Disability --
Emotional Disturbance --
Attention Deficits --
Assessment Difficulties Encountered by Students with Special Needs --
Comprehension Difficulties --
Auditory Difficulties --
Visual Difficulties --
Time Constraint Difficulties --
Anxiety --
Embarrassment --
Variability of Behavior --
Assessment Accommodations --
Adaptations in Test Directions, Construction, and Format --
Short-Answer and Essay Items --
Multiple-Choice Items --
Binary-Choice Items --
Completion Items --
Performance Assessments --
Portfolios --
Adaptations in Test Administration --
Adaptations in Testing Site --
Grading and Reporting Accommodations --
Grading Accommodations --
IEP Grading --
Shared Grading --
Contracting --
Rubrics --
Reporting Accommodations --
English Language Learners in Inclusive Settings --
Factors Influencing ELL Assessments --
Language and Literacy Skill Factors --
Educational Background Factors --
Cultural Factors --
Identifying Classroom Assessment Difficulties --
Difficulty in Comprehending Test Language --
Difficulty in Expressing What Is Known --
Lack of Content and Cultural Knowledge in Test Items --
Unfamiliarity with Different Types of Tests --
Emotional Stress Note continued: Assessment Accommodations and Modifications --
Test Format --
Test-Taking Procedures --
Evaluating Performance and Providing Feedback --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Teachers' Judgments in Grading --
Objectivity --
Teachers' Grading Decision Making --
Functions of Marking and Grading --
Providing Feedback --
Basis of Comparison --
Individual Student-Referenced Comparison --
Norm-Referenced Grading --
Standards-Based Grading --
Motivation --
Using Factors Other Than Academic Performance --
Effort --
Attendance --
Attitudes --
Approaches to Marking and Grading --
Letter Grades --
Percentage Correct --
Rubrics/Checklists --
Standards-Based --
Written Descriptions --
Determining Report Card (Composite) Grades --
Select What to Include in the Final Grade --
Select Weights for Each Assessment --
Combining Different Scores and Grades --
Weighted Categories Versus Total Points Methods --
Using Judgment When Combining Grades --
Cheating --
Assessing the Weight of Mandated Assessments --
Recognizing Teacher Fallibility --
Reporting Student Progress to Parents --
Report Cards --
Progress Reports --
Parent-Teacher Conferences --
Student-Led Conferences --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
What Are Standardized and Standards-Based Tests? --
Standardized Tests --
Norm-Referenced Achievement Test Batteries --
Aptitude Tests --
Readiness Tests --
Standards-Based Tests --
State Standards-Based Tests --
National Standards-Based Tests --
Benchmark Assessments --
Understanding and Interpreting Standardized and Standards-Based Test Score Reports --
Test Score Report Formats --
Interpreting Standardized and Standards-Based Scores --
Standard Error of Measurement --
Alignment --
Standards-Based Interpretations --
Interpreting Test Reports for Parents --
Preparing Students to Take Standardized and Standards-Based Tests --
Administering Standardized and Standards-Based Tests --
Summary --
Self-Instructional Review Exercises --
Suggestions for Action Research --
Fundamental Descriptive Statistics and Scaled Scores --
Answers to Self-Instructional Review Exercises.