Educational Assessment of Students
For courses in classroom assessment.This highly-respected core text provides complete and detailed practical coverage of (1) teacher constructed classroom assessments (paper and pencil assessments, informal assessments, and performance and product assessments), (2) standardized assessments used in schools, and (3) measurement issues that determine assessment quality. Teaches assessment concepts that are critical for good teaching. Easy to read, it is written for the introductory student. It uses a large number of real-life examples to serve as models for assessment practice.
- Paperback | 514 pages
- 215.9 x 279.4 x 25.4mm | 1,070.49g
- 28 Aug 2001
- Pearson Education (US)
- United States
- 3rd edition
Table of contents
I. THE BASES FOR ASSESSMENT IN THE CLASSROOM. 1. Classroom Decision Making and Using Assessment. 2. Describing the Goals and Learning Targets of Instruction. 3. Validity of Assessment Results. 4. Reliability of Assessment Results. 5. Professional Responsibilities, Ethical Behavior, and Legal Requirements in Educational Assessments. II. CRAFTING AND USING CLASSROOM ASSESSMENTS. 6. Planning for Integrating Assessment and Instruction. 7. Completion, Constructed-Response, and True-False Items. 8. Multiple-Choice and Matching Exercises. 9. Essay Assessment Tasks. 10. Higher-Order Thinking, Problem-Solving, and Critical Thinking. 11. Performance, Alternative, and Authentic Assessments. 12. Performance Tasks, Portfolios, Rating Scales, and Scoring Rubrics. 13. Formal and Informal Diagnostic Assessments. 14. Preparing Your Students to Be Assessed and Using Students' Results to Improve Your Assessments. 15. Evaluating and Grading Student Progress. III. INTERPRETING AND USING STANDARDIZED TESTS. 16. Standardized Achievement Tests. 17. Interpreting Norm-Referenced Scores. 18. Finding and Evaluating Published Assessments. 19. Scholastic Aptitude, Career Interests, Attitudes, and Personality Tests. APPENDICES: A. Standards for Teacher Competence in Educational Assessment of Students. B. Code of Fair Testing Practices in Education. C. Code of Professional Responsibilities in Educational Measurement. D. Summaries of Taxonomies of Educational Objectives: Cognitive, Affective, and Psychomotor Domains. E. Categories of Learning Targets Derived from the Dimensions of Learning Model. F. Assessment of Metacognition. G. Examples of Alternative Blueprints for a Summative Unit Assessment. H. Basic Statistical Concepts. I. Computational Procedures for Various Reliability Coefficients. J. A Limited List of Published Tests. K. List of Test Publishers and Their Websites. References. Author Index. Index.
About Anthony J. Nitko
ANTHONY J. NITKO is a adjunct professor, Department of Educational Psychology, University of Arizona, and professor emeritus and former chairperson of the Department of Psychology in Education at the University of Pittsburgh. His research interests include curriculum-based criterion-referenced testing, integration of testing and instruction, classroom assessment, and the assessment of knowledge and higher-order thinking skills. His publications include the chapter "Designing Tests That Are Integrated wit Instruction" in the third edition of Educational Measurement. He co-authored (with C. M. Lindvall) Measuring Pupil Achievement and Aptitude, (with T-C Hsu) Pitt Educational Testing Aids (PETA) (a package of computer programs for classroom teachers), and (with R. Glaser) the chapter "Measurement in Learning and Instruction" in the second edition of Educational Measurement.Dr. Nitko has been the editor of the journal Educational Measurement: Issues and Practice, and was also editor of d'News the AERA Division D newsletter Some of the journals in which his research has appeared include American Educational Research Journal, Applied Measurement in Education, Educational Evaluation and Policy Analysis, Educational Measurement: Issues and Practice, Educational Technology, Journal of Educational Measurement, and Research in Development Disabilities.Dr. Nitko has been a member of several committees of the American Educational Research Association, was elected secretary of AERA Division D, served on committees of the National Council on Measurement in Education, and was elected to the board of directors and as president of the latter. He received Fulbright awards to Malawi and Barbados and has served as a consultant to various government and private agencies in the United States, Bangladesh, Barbados, Botswana, Indonesia, Jamaica, Malawi, Namibia, and Singapore.