Developing and Using Classroom Assessments

<p>Chapter 1: Introduction</p> <p>&nbsp;&nbsp; Significance of Measurement</p> <p>&nbsp;&nbsp; Distinction Between Measurement, Assessment, and Evaluation</p> <p>&nbsp;&nbsp; Settings Where Assessments Show Up</p> <p>&nbsp;&nbsp; Distinction Between Formal and Informal Assessments</p> <p>&nbsp;&nbsp; Roles of Assessment in the Classroom</p> <p>&nbsp;&nbsp; Maximum Versus Typical Performance</p> <p>&nbsp;&nbsp; Summary</p> <p>&nbsp;&nbsp; Key terms </p> <p>&nbsp;</p> <p>PART 1 — How to Establish a Framework for Assessing Your Students</p> <p>&nbsp;</p> <p>Chapter 2: How Assessments Are Interpreted and Used</p> <p>&nbsp;&nbsp; Frames of Reference for Interpreting Performance</p> <p>&nbsp;&nbsp; Meaning of Criterion and Norm-Referenced Interpretations</p> <p>&nbsp;&nbsp; Choosing the Appropriate Interpretation</p> <p>&nbsp;&nbsp; Summary</p> <p>&nbsp;&nbsp; Key Terms</p> <p>&nbsp;&nbsp; Answers: Apply What You are Learning</p> <p>&nbsp;&nbsp; Something to Try</p> <p>&nbsp;&nbsp; Additional Reading</p> <p>&nbsp;</p> <p>Chapter 3: Measurable Objectives and Goals</p> <p>&nbsp;&nbsp; Categories of Learning Outcomes</p> <p>&nbsp;&nbsp; Levels of Cognitive Complexity</p> <p>&nbsp;&nbsp; Instructional Goals Versus Performance Objectives</p> <p>&nbsp;&nbsp; Selecting Performances that Align with Standards</p> <p>&nbsp;&nbsp; Summary</p> <p>&nbsp;&nbsp; Key Terms</p> <p>&nbsp;&nbsp; Answers: Apply What You are Learning</p> <p>&nbsp;&nbsp; Something to Try</p> <p>&nbsp;&nbsp; Additional Reading</p> <p>&nbsp;</p> <p>Chapter 4: Gathering Evidence of Validity</p> <p>&nbsp;&nbsp; Levels of Cognitive Complexity</p> <p>&nbsp;&nbsp; Components of Performance Objectives</p> <p>&nbsp;&nbsp; Instructional Goals Versus Performance Objectives</p> <p>&nbsp;&nbsp; Selecting Performances that Align With Standards</p> <p>&nbsp;&nbsp; Summary</p> <p>&nbsp;&nbsp; Key Terms</p> <p>&nbsp;&nbsp; Answers: Apply What You are Learning</p> <p>&nbsp;&nbsp; Something to Try</p> <p>&nbsp;&nbsp; Additional Reading</p> <p>&nbsp;</p> <p>Chapter 5: Generalizing Performance</p> <p>&nbsp;&nbsp; Why Observations Do Not Generalize</p> <p>&nbsp;&nbsp; Methods for Detecting Inconsistencies</p> <p>&nbsp;&nbsp; Techniques for Improving Generalizability</p> <p>&nbsp;&nbsp; Relation of Generalizability to Validity</p> <p>&nbsp;&nbsp; Summary</p> <p>&nbsp;&nbsp; Key Terms</p> <p>&nbsp;&nbsp; Answers: Apply What You are Learning</p> <p>&nbsp;&nbsp; Something to Try</p> <p>&nbsp;&nbsp; Additional Reading</p> <p>&nbsp;</p> <p>PART 2 — How to Develop, Administer, and Score Written Tests</p> <p>&nbsp;&nbsp; </p> <p>Chapter 6: Completion Items</p> <p>&nbsp;&nbsp; What Completion Items Can Do</p> <p>&nbsp;&nbsp; Qualities Completion Items Should Have</p> <p>&nbsp;&nbsp; Practice With Applying These Desired Qualities to Completion Items</p> <p>&nbsp;&nbsp; Summary</p> <p>&nbsp;&nbsp; Key Terms</p> <p>&nbsp;&nbsp; Answers: Apply What You Are Learning</p> <p>&nbsp;&nbsp; Something to Try</p> <p>&nbsp;</p> <p>Chapter 7: Essay Items</p> <p>&nbsp;&nbsp; What Essay Items Can Do</p> <p>&nbsp;&nbsp; Qualities Essay Items Should Have</p> <p>&nbsp;&nbsp; Practice With Applying These Desired Qualities to Essay Items</p> <p>&nbsp;&nbsp; Scoring Students’ Responses to Essay Items</p> <p>&nbsp;&nbsp; Summary</p> <p>&nbsp;&nbsp; Key Terms</p> <p>&nbsp;&nbsp; Answers: Apply What you are Learning</p> <p>&nbsp;&nbsp; Something to Try</p> <p>&nbsp;&nbsp; Additional Reading</p> <p>&nbsp;</p> <p>Chapter 8: Multiple-Choice Items</p> <p>&nbsp;&nbsp; What Multiple-Choice Items Can Do</p> <p>&nbsp;&nbsp; Qualities Multiple-Choice Items Should Have</p> <p>&nbsp;&nbsp; Practice With Applying These Desired Qualities To Multiple-Choice Items</p> <p>&nbsp;&nbsp; Variations of Multiple-Choice Items</p> <p>&nbsp;&nbsp; Optimal Number of Choices</p> <p>&nbsp;&nbsp; Summary</p> <p>&nbsp;&nbsp; Key Terms</p> <p>&nbsp;&nbsp; Answers: Apply What You Are Learning</p> <p>&nbsp;&nbsp; Something to Try</p> <p>&nbsp;&nbsp; Additi</p>