Assessment for educational leaders:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson Allyn and Bacon
2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 399 S. |
| ISBN: | 0205424007 |
Internformat
MARC
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| 245 | 1 | 0 | |a Assessment for educational leaders |c W. James Popham |
| 264 | 1 | |a Boston [u.a.] |b Pearson Allyn and Bacon |c 2006 | |
| 300 | |a XV, 399 S. | ||
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| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Administrateurs scolaires - Évaluation | |
| 650 | 4 | |a Leadership en éducation - Évaluation | |
| 650 | 4 | |a Educational leadership |x Evaluation | |
| 650 | 4 | |a School administrators |x Rating of | |
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Datensatz im Suchindex
| _version_ | 1804135077099077632 |
|---|---|
| adam_text | CONTENTS PREFACE XIII * PAR TON E WHY ASSESS; WHAT TO ASSESS; AND HOW TO
INTERPRET WHAT S SEEN ASSESSED 1 CHAPTER 1 ASSESSMENT S TO EDUCATIONAL
LEADERS 2 WHAT S IN A NAME? 3 WHAT YOU DON T NEED TO KNOW 7 *
EDUCATIONAL LEADERS LOOK AT ASSESSMENT ARE WE THINKING BIG ENOUGH OR
DEEP ENOUGH? DOUG D. CHRISTENSEN 9 WHAT YOU DO NEED TO KNOW 9 TWO
ASSESSMENTEMPHASES 14 * EDUCATIONAL LEADERS LOOK AT ASSESSMENT DRIVING
DECISION MAKING WITH ASSESSMENT DATA BEVERLYL. HALL 15 THE ARMY ALPHA 15
CHAPTERWRAP-UP 17 PRACTICE EXERCISES 19 ANSWERSTO PRACTICE EXERCISES 20
DISCUSSION QUESTIONS 20 SUGGESTIONSFOR ADDITIONAL READING 21 FOR THOSE
WHO TIRE OF READING 21 FOR THE ELECTRONICALLY SUAVE 22 CHAPTER 2
, ,~,~,!;! ~W~G~,~,~1!,~_L!!:!!~!!!: ~~!JJ~ !YJ;~~L!~~!1!!:J~!:~TB!! :!!E~@W ,WM
__@G~MW WHAT TO MEASURE 24 * EDUCATIONAL LEADERS LOOK AT ASSESSMENT
DECIDING WHAT IS TO BE TESTED:ORIGINAL SIN IN ACTION GENO FLORES 29 TWO
INFLUENTIAL INTERPRETIVE ALTERNATIVES 30 THREE KINDS OFDECISIONS 38
PUTTING IT ALL TOGETHER 44 CHAPTER WRAP-UP 44 PRACTICE EXERCISES 46
ANSWERSTO PRACTICE EXERCISES 48 V VI CONTENTS DISCUSSION QUESTIONS 49
SUGGESTIONSFOR ADDITIONAL READING 49 FOR THOSE WHO TIRE OF READING 50
FOR THE ELECTRONICALLY SUAVE 50 ENDNOTE 50 * PAR T T W 0 HOW TO EVALUATE
EDUCATIONAL ASSESSMENTS 51 CHAPTER 3 INSTRUCTIONAL CONTRIBUTION 53 A NEW
TEST-EVALUATIONFACTOR 54 INSTRUCTIONAL CONTRIBUTION AS AN
EVALUATIVEFACTOR 60 AN INSTRUCTIONAL CUP THAT RUNNETH OVER 65 THE
RELATIONSHIP BETWEENTESTINGANDTEACHING 66 * EDUCATIONAL LEADERS LOOK AT
ASSESSMENT COLLATERAL DAMAGE: AVOIDING LISTING S DARK SIDE CHRISTINE A.
NORVELL 67 TEST PREPARATION 69 TWO TEST-PREPARATION GUIDELINES 69
CHAPTER WRAP-UP 72 PRACTICE EXERCISES 74 ANSWERSTO PRACTICE EXERCISES 74
DISCUSSIONQUESTIONS 75 SUGGESTIONSFOR ADDITIONAL READING 76 FOR THOSE
WHO TIRE OF READING 76 FOR THE ELECTRONICALLY SUAVE 76 CHAPTER 4
C I~C!!,C~~,II~!~~ ,,2L~~,~!!C~,~[!C!!I!~:!!~~FFI!~CJ~~~!!.!1~C
~!!~~~,!2B!2~$ WCWCCCCCCZZ. INFERENCES AND INTERPRETATIONS 78 *
EDUCATIONAL LEADERS LOOK AT ASSESSMENT ASSESSMENT VALIDITY SANDRA R.
LINDSAY 82 CONTENT-RELATED EVIDENCE OFVALIDITY 83 CRITERION-RELATED
EVIDENCE OFVALIDITY 87 CONSTRUCT-RELATED EVIDENCE OFVALIDITY 89
CONSEQUENTIAL VALIDITY 92 CHAPTER WRAP-UP 94 CONTENTS VII PRACTICE
EXERCISES 95 ANSWERSTO PRAETICE EXERCISES 96 DISCUSSIONQUESTIONS 96
SUGGESTIONSFOR ADDITIONAL READING 97 FOR THOSE WHO TIRE OF READING 97
FOR THE ELECTRONICALLY SUAVE 97 ENDNOTES 97 CHAPTER 5 OF ASSESSMENT
DEVICES 99 CAN VALIDITYFIND HAPPINESS IFRELIABILITY IS UNFAITHFUL? 100
STABILITYRELIABILITY 101 ALTERNATE-FORM RELIABILITY 105 * EDUCATIONAL
LEADERS LOOK AT ASSESSMENT TESTS THAT HELP TEACHERS GAIL H. AWAKUNI 107
INTERNAL CONSISTENCY RELIABILITY 111 THE STANDARD ERROR OF MEASUREMENT
112 CHAPTER WRAP-UP 115 PRACTICE EXERCISES 116 ANSWERSTO PRACTICE
EXERCISES 117 DISCUSSION QUESTIONS 117 SUGGESTIONSFUER ADDITIONAL READING
117 FOR THE ELECTRONICALLY SUAVE 117 ENDNOTES 118 CHAPTER 6 ABSENCE OF A
LOOK AT ASSESSMENTBIAS 120 EVALUATING FOR TEST BIAS 122 * EDUCATIONAL
LEADERS LOOK AT ASSESSMENT HAVE WE FORGOTTEN THE BIAS ARGUMENT? DAVID
LONGSHORE,]R. 123 DETECTING BIASIN TEST ITEMS 125 DETECTING BIASIN TEST
ADMINISTRATION 130 DETECTING BIASIN INTERPRETATIONS 131 THE ELL DILEMMA
132 CHAPTER WRAP-UP 133 PRACTICE EXERCISES 134 ANSWERSTO PRACTICEEXERCISES 136 VIII CONTENTS DISCUSSION QUESTIONS 136 SUGGESTIONSFOR
ADDITIONAL READING 137 FOR THE ELECTRONICALLY SUAVE 137 ENDNOTES 137
CHAPTER 7 HIGH:~~~ IY,~,~!!1EF:JTF:J~~~~~P~T,F:J,. ..... 138 A CALL
FOR COMPARISONS IN COMPETITIVE CONTEXTS 139 THE NORMAL CURVE 141
PERCENTILES 142 STANDARD SCORES 143 * EDUCATIONAL LEADERS LOOK AT
ASSESSMENT PERILS OFLARGE-SEALE 7I:STING J. HOWARD HINESLEY 154 NORMS
155 CHAPTER WRAP-UP 157 PRACTICE EXERCISES 159 ANSWERSTO PRACTICE
EXERCISES 160 DISCUSSIONQUESTIONS 160 SUGGESTIONSFOR ADDITIONAL READING
161 FOR THOSE WHO TIRE OF READING 161 FOR THE ELECTRONICALLY SUAVE 161
ENDNOTES 162 * PAR T T H R E E CREATING EDUCATIONAL ASSESSMENTS CHAPTER
8 IYI,!J.GQ~~!JJ~!:I~T :,~ ... ~~,I!J.G,.,8,~~,~.~~~~ .. ...,,,,1,.
CIRCUMSCRIBINGWHAT S TO BE MEASURED 166 * EDUCATIONAL LEADERS LOOK AT
ASSESSMENT ASSESSMENT FOR LEARNING J ENNI N ORLIN-WEAVER 168 TEST
DELIMITATION DOCUMENTS AS INSTRUCTIONAL FACILITATORS 172 FOR EDUCATIONAL
LEADERS: AN OPPORTUNITY, AN OBLIGATION 176 CHAPTER WRAP-UP 179 PRACTICE
EXERCISE 181 ANSWERTO PRACTICE EXERCISE 181 DISCUSSIONQUESTIONS 181 163
SUGGESTIONS FOR ADDITIONAL READING FOR THOSE WHO TIRE OFREADING FOR THE
ELECTRONICALLY SUAVE 182 ENDNOTES 182 182 182 CONTENTS IX CHAPTER 9
..~1~2~~~:ET~E,!?~,~~.J~~.M~L D D 183 AN EITHER/OR SPLIT 184 *
EDUCATIONAL LEADERS LOOK AT ASSESSMENT MAINE SJOURNEY KAROLDENEJ. BARNES
187 BINARY-CHOICE ITEMS 190 MATCHING ITEMS 195 MULTIPLE-CHOICE ITEMS 199
CHAPTER WRAP-UP 208 PRACTICE EXERCISES 209 ANSWERS TO PRACTICE EXERCISES
210 DISCUSSION QUESTIONS 210 SUGGESTIONS FOR ADDITIONAL READING 211 FOR
THOSE WHO TIRE OF READING 211 FOR THE ELECTRONICALLY SUAVE 211 ENDNOTE
211 CHAPTER 10 .. R::;!?~~~~L;I.2~~~:.~~E!?[I.~~J~~M.~. 212 RELATIVE
MERITS OF SELECTED-RESPONSE AND CONSTRUCTED-RESPONSE ITEMS 214 *
EDUCATIONAL LEADERS LOOK AT ASSESSMENT FOCUS ON THE GOOD, NOT JUST THE
BAD OR UGLY K. MICHAEL HIBBARD 216 SHORT -ANSWER ITEMS 218 THE ESSAY
ITEM 221 CHAPTER WRAP-UP 227 PRACTICE EXERCISES 228 ANSWERS TO PRACTICE
EXERCISES 229 DISCUSSION QUESTIONS 229 SUGGESTIONS FOR ADDITIONAL
READING 230 FOR THOSE WHO TIRE OFREADING 230 FOR THE ELECTRONICALLY
SUAVE 230 ENDNOTE 230 X CONTENTS CHAPTER 11 PERFORMANCE AND PORTFOLIO
ASSESSMENT
W , W WT I . I ; ; @ I AW&: ~8 I~%;J:,8I ,;SS NSSIL I:T;:,,:
3 G NW MAEI@H ; _ , I . N~: : KM: (L F,,,;,-,J{,,,,:, ,;:#@L;
; IN~: ;IUE:WI /N ::H ,; , PERFORMANCE ASSESSMENT 232 *
EDUCATIONALLEADERS LOOK AT ASSESSMENT IAKING THE RISK OUT OF AT-RISK
LOHN D. RIOS A FORMIDABLE ASSESSMENT TOOL: RUBRICS 238 PORTFOLIO
ASSESSMENT 245 CHAPTER WRAP-UP 249 PRACTICE EXERCISES 250 ANSWERS TO
PRACTICE EXERCISES 252 DISCUSSION QUESTIONS 253 SUGGESTIONS FOR
ADDITIONAL READING 253 FOR THOSE WHO TIRE OFREADING 254 FOR THE
ELECTRONICALLY SUAVE 254 231 239 CHAPTER 12 ,,!MEI:2,I!:!,9.J~.~~J~~M~,
... @M MM, .. G~~G:~ .. EMPIRICAL AND]UDGMENTAL TECHNIQUES 256
]UDGMENTAL IMPROVEMENT OFTEST ITEMS 258 EMPIRICAL IMPROVEMENT OFTEST
ITEMS 262 * EDUCATIONALLEADERS LOOK AT ASSESSMENT CLASSROOM ASSESSMENTS:
U7EAPONS 01 CLASS !NSTRUCTION LYNN WINTERS 263 CHAPTER WRAP-UP 270
PRACTICE EXERCISES 271 ANSWERS TO PRACTICE EXERCISES 272 DISCUSSION
QUESTIONS 273 SUGGESTIONS FOR ADDITIONAL READING 273 FOR THOSE WHO TIRE
OF READING 274 ENDNOTES 274 CHAPTER 13 ..
~!:~,!!~.~!!AL~!!~.9~!~.~J~ ~ !!~ !:! !: ~ ~MMM M ... GZ. THECOGNITIVE, AFFECTIVE, AND PSYCHOMOTOR DOMAINS 276 A CLOSER LOOK AT
AFFECT 277 * EDUCATIONALLEADERS LOOK AT ASSESSMENT ASSESSING WHAT
U7EVALUE LESLIE G. LOOMIS 280 CONTENTS XI WHAT AFFECTIVE TARGETS TO
ASSESS? 282 OPTING FOR SELF-REPORT INVENTORIES 284 SELF-REPORTS 285
INDIVIDUAL AND GROUP AFFECTIVE ASSESSMENT 288 CHAPTER WRAP-UP 289
PRACTICE EXERCISES 291 ANSWERS TO PRACTICE EXERCISES 292 DISCUSSION
QUESTIONS 293 SUGGESTIONS FOR ADDITIONAL READING 293 FOR THOSE WHO TIRE
OF READING 294 ENDNOTES 294 * PAR T F 0 U R USINGEDUCATIONALTESTS 295
309 313 320 305 306 CHAPTER 14
,8~~~T~,!~~,~,I~GJ~~_~,~,~,I~,~!1II!~~L~,!I~J~,~!,!I9J~T!~J3 ~ ~ ~! ~~ ILI ,W M MMG,~, ,
ADMINISTERING EDUCATIONAL ASSESSMENTS 297 EFFECTIVE TEST DIRECTIONS 298
THE ACTUAL ADMINISTRATION 301 SCORING THE TESTS 304 CORRECTING FOR
GUESSING RECORDING TEST RESULTS TEST SECURITY 307 SETTING PERFORMANCE
STANDARDS 307 WHAT A PERFORMANCE STANDARD IS 308 * EDUCATIONALLEADERS
LOOK AT ASSESSMENT COJJECTINGTHE RIGHT DATA FOR THE RIGHT REASONS CAROL
A. WHITEHEAD COLLECTING CREDIBLE CLASSROOM-BASED EVIDENCE OF A TEACHER S
SUCCESS CHAPTER WRAP- UP 317 PRACTICE EXERCISES 319 ANSWERS TO PRACTICE
EXERCISES DISCUSSION QUESTIONS 321 SUGGESTIONS FOR ADDITIONAL READING
321 FOR THOSE WHO TIRE OF READING 321 FOR THE ELECTRONICALLY SUAVE 321
ENDNOTES 322 XII CONTENTS CHAPTER 15 ACCOUNTABILITY TESTS: MAKE OR BREAK
ASSESSMENTS TOR EDUCATIONAL LEADERS 323
R!%W R! I~@: R! : I;:B R! SS:%L ;LI#H.%~%IM UEW:;8 % %LLIIMII&;
I%S!~1!=~W~MR!1AL;L 1~MMLW;LII A;
R!~,.LILI M3L I@% )I! WMJLM!%; W6JL ,&~!MSSJ:W ,*I@ OOWM81!IF# II1*IM %IRIW2,18M, - 3J
THE SIGNIFICANCEOFSTUDENTS ACCOUNTABILITY-TESTSCORES 324 *
EDUCATIONALLEADERS LOOK AT ASSESSMENT ARE WE ASKING THE RIGHT QUESTIONS?
DOUG D. CHRISTENSEN 331 THE INSTRUCTIONAL INSENSITIVITYOFTRADITIONAL
STANDARDIZEDACHIEVEMENTTESTS 334 THE INSTRUCTIONAL INSENSITIVITYOF MANY
STANDARDS-BASEDACCOUNTABILITYTESTS 345 * EDUCATIONALLEADERS LOOK AT
ASSESSMENT THE ASSESSMENT GAMES ALTERED RU/ES ANNETTE BOHLING 349
INSTRUCTIONALLY SENSITIVEACCOUNTABILITYTESTS 350 CHAPTER WRAP-UP 355
PRACTICE EXERCISES 356 ANSWERSTO PRACTICE EXERCISES 357 SUGGESTIONSFOR
ADDITIONAL READING 358 FOR THOSE WHO TIRE OFREADING 358 FOR THE
ELECTRONICALLY SUAVE 359 APPENDIX STATISTICAL CONCEPTS NEEDED TO
EVALUATE AND USE EDUCATIONAL TESTS 360 1,;
VR! ~W 1IM8@,MI%M&,MI,,!8:1,,:M?LIIW~ LW II !!~8R! W: !@%~%L18@,IRL% FFI,,*~~!M R! I!IW,W:MR!@_R!,:IMRI!MNIFI%EW;%;L$ %I1!@NLLI~,R!,
@W FUNCTION OF STATISTICS 360 FREQUENCY DISTRIBUTIONS 362 GRAPHIE
DISPLAYS 365 INDICATORS OF CENTRAL TENDENCY 368 INDICATORS OFVARIABILITY
371 INDICATORS OF RELATIONSHIP 378 PRACTICE EXERCISES 387 ANSWERSTO
PRACTICE EXERCISES 388 DISCUSSION QUESTIONS 388 SUGGESTIONSFOR
ADDITIONAL READING 389 ENDNOTES 389 INDEX 391
|
| adam_txt |
CONTENTS PREFACE XIII * PAR TON E WHY ASSESS; WHAT TO ASSESS; AND HOW TO
INTERPRET WHAT'S SEEN ASSESSED 1 CHAPTER 1 ASSESSMENT'S TO EDUCATIONAL
LEADERS 2 WHAT'S IN A NAME? 3 WHAT YOU DON'T NEED TO KNOW 7 *
EDUCATIONAL LEADERS LOOK AT ASSESSMENT ARE WE THINKING BIG ENOUGH OR
DEEP ENOUGH? DOUG D. CHRISTENSEN 9 WHAT YOU DO NEED TO KNOW 9 TWO
ASSESSMENTEMPHASES 14 * EDUCATIONAL LEADERS LOOK AT ASSESSMENT DRIVING
DECISION MAKING WITH ASSESSMENT DATA BEVERLYL. HALL 15 THE ARMY ALPHA 15
CHAPTERWRAP-UP 17 PRACTICE EXERCISES 19 ANSWERSTO PRACTICE EXERCISES 20
DISCUSSION QUESTIONS 20 SUGGESTIONSFOR ADDITIONAL READING 21 FOR THOSE
WHO TIRE OF READING 21 FOR THE ELECTRONICALLY SUAVE 22 CHAPTER 2
,",~,~,!;!'~W~G~,~,~1!,~_L!!:!!~!!!:'~~!JJ~'!YJ;~~L!~~!1!!:J~!:~TB!!':!!E~@W",WM
_@G~MW WHAT TO MEASURE 24 * EDUCATIONAL LEADERS LOOK AT ASSESSMENT
DECIDING WHAT IS TO BE 'TESTED:ORIGINAL SIN IN ACTION GENO FLORES 29 TWO
INFLUENTIAL INTERPRETIVE ALTERNATIVES 30 THREE KINDS OFDECISIONS 38
PUTTING IT ALL TOGETHER 44 CHAPTER WRAP-UP 44 PRACTICE EXERCISES 46
ANSWERSTO PRACTICE EXERCISES 48 V VI CONTENTS DISCUSSION QUESTIONS 49
SUGGESTIONSFOR ADDITIONAL READING 49 FOR THOSE WHO TIRE OF READING 50
FOR THE ELECTRONICALLY SUAVE 50 ENDNOTE 50 * PAR T T W 0 HOW TO EVALUATE
EDUCATIONAL ASSESSMENTS 51 CHAPTER 3 INSTRUCTIONAL CONTRIBUTION 53 A NEW
TEST-EVALUATIONFACTOR 54 INSTRUCTIONAL CONTRIBUTION AS AN
EVALUATIVEFACTOR 60 AN INSTRUCTIONAL CUP THAT RUNNETH OVER 65 THE
RELATIONSHIP BETWEENTESTINGANDTEACHING 66 * EDUCATIONAL LEADERS LOOK AT
ASSESSMENT COLLATERAL DAMAGE: AVOIDING LISTING'S DARK SIDE CHRISTINE A.
NORVELL 67 TEST PREPARATION 69 TWO TEST-PREPARATION GUIDELINES 69
CHAPTER WRAP-UP 72 PRACTICE EXERCISES 74 ANSWERSTO PRACTICE EXERCISES 74
DISCUSSIONQUESTIONS 75 SUGGESTIONSFOR ADDITIONAL READING 76 FOR THOSE
WHO TIRE OF READING 76 FOR THE ELECTRONICALLY SUAVE 76 CHAPTER 4
C"I~C!!,C~~,II~!~~",,2L~~,~!!C~,~[!C!!I!~:!!~~FFI!~CJ~~~!!.!1~C
~!!~~~,!2B!2~$"WCWCCCCCCZZ. INFERENCES AND INTERPRETATIONS 78 *
EDUCATIONAL LEADERS LOOK AT ASSESSMENT ASSESSMENT VALIDITY SANDRA R.
LINDSAY 82 CONTENT-RELATED EVIDENCE OFVALIDITY 83 CRITERION-RELATED
EVIDENCE OFVALIDITY 87 CONSTRUCT-RELATED EVIDENCE OFVALIDITY 89
CONSEQUENTIAL VALIDITY 92 CHAPTER WRAP-UP 94 CONTENTS VII PRACTICE
EXERCISES 95 ANSWERSTO PRAETICE EXERCISES 96 DISCUSSIONQUESTIONS 96
SUGGESTIONSFOR ADDITIONAL READING 97 FOR THOSE WHO TIRE OF READING 97
FOR THE ELECTRONICALLY SUAVE 97 ENDNOTES 97 CHAPTER 5 OF ASSESSMENT
DEVICES 99 CAN VALIDITYFIND HAPPINESS IFRELIABILITY IS UNFAITHFUL? 100
STABILITYRELIABILITY 101 ALTERNATE-FORM RELIABILITY 105 * EDUCATIONAL
LEADERS LOOK AT ASSESSMENT TESTS THAT HELP TEACHERS GAIL H. AWAKUNI 107
INTERNAL CONSISTENCY RELIABILITY 111 THE STANDARD ERROR OF MEASUREMENT
112 CHAPTER WRAP-UP 115 PRACTICE EXERCISES 116 ANSWERSTO PRACTICE
EXERCISES 117 DISCUSSION QUESTIONS 117 SUGGESTIONSFUER ADDITIONAL READING
117 FOR THE ELECTRONICALLY SUAVE 117 ENDNOTES 118 CHAPTER 6 ABSENCE OF A
LOOK AT ASSESSMENTBIAS 120 EVALUATING FOR TEST BIAS 122 * EDUCATIONAL
LEADERS LOOK AT ASSESSMENT HAVE WE FORGOTTEN THE BIAS ARGUMENT? DAVID
LONGSHORE,]R. 123 DETECTING BIASIN TEST ITEMS 125 DETECTING BIASIN TEST
ADMINISTRATION 130 DETECTING BIASIN INTERPRETATIONS 131 THE ELL DILEMMA
132 CHAPTER WRAP-UP 133 PRACTICE EXERCISES 134 ANSWERSTO PRACTICEEXERCISES 136 VIII CONTENTS DISCUSSION QUESTIONS 136 SUGGESTIONSFOR
ADDITIONAL READING 137 FOR THE ELECTRONICALLY SUAVE 137 ENDNOTES 137
CHAPTER 7 HIGH:~~~"IY,~,~!!1EF:JTF:J~~~~~P~T,F:J,. ". 138 A CALL
FOR COMPARISONS IN COMPETITIVE CONTEXTS 139 THE NORMAL CURVE 141
PERCENTILES 142 STANDARD SCORES 143 * EDUCATIONAL LEADERS LOOK AT
ASSESSMENT PERILS OFLARGE-SEALE 7I:STING J. HOWARD HINESLEY 154 NORMS
155 CHAPTER WRAP-UP 157 PRACTICE EXERCISES 159 ANSWERSTO PRACTICE
EXERCISES 160 DISCUSSIONQUESTIONS 160 SUGGESTIONSFOR ADDITIONAL READING
161 FOR THOSE WHO TIRE OF READING 161 FOR THE ELECTRONICALLY SUAVE 161
ENDNOTES 162 * PAR T T H R E E CREATING EDUCATIONAL ASSESSMENTS CHAPTER
8 IYI,!J.GQ~~!JJ~!:I~T":,~ . ~~,I!J.G,.,8,~~,~.~~~~ .".,,,,1,.
CIRCUMSCRIBINGWHAT'S TO BE MEASURED 166 * EDUCATIONAL LEADERS LOOK AT
ASSESSMENT ASSESSMENT FOR LEARNING J ENNI N ORLIN-WEAVER 168 TEST
DELIMITATION DOCUMENTS AS INSTRUCTIONAL FACILITATORS 172 FOR EDUCATIONAL
LEADERS: AN OPPORTUNITY, AN OBLIGATION 176 CHAPTER WRAP-UP 179 PRACTICE
EXERCISE 181 ANSWERTO PRACTICE EXERCISE 181 DISCUSSIONQUESTIONS 181 163
SUGGESTIONS FOR ADDITIONAL READING FOR THOSE WHO TIRE OFREADING FOR THE
ELECTRONICALLY SUAVE 182 ENDNOTES 182 182 182 CONTENTS IX CHAPTER 9
.~1~2~~~:ET~E,!?~,~~.J~~.M~L"""D'D 183 AN EITHER/OR SPLIT 184 *
EDUCATIONAL LEADERS LOOK AT ASSESSMENT MAINE'SJOURNEY KAROLDENEJ. BARNES
187 BINARY-CHOICE ITEMS 190 MATCHING ITEMS 195 MULTIPLE-CHOICE ITEMS 199
CHAPTER WRAP-UP 208 PRACTICE EXERCISES 209 ANSWERS TO PRACTICE EXERCISES
210 DISCUSSION QUESTIONS 210 SUGGESTIONS FOR ADDITIONAL READING 211 FOR
THOSE WHO TIRE OF READING 211 FOR THE ELECTRONICALLY SUAVE 211 ENDNOTE
211 CHAPTER 10 . R::;!?~~~~L;I.2~~~:.~~E!?[I.~~J~~M.~. 212 RELATIVE
MERITS OF SELECTED-RESPONSE AND CONSTRUCTED-RESPONSE ITEMS 214 *
EDUCATIONAL LEADERS LOOK AT ASSESSMENT FOCUS ON THE GOOD, NOT JUST THE
BAD OR UGLY K. MICHAEL HIBBARD 216 SHORT -ANSWER ITEMS 218 THE ESSAY
ITEM 221 CHAPTER WRAP-UP 227 PRACTICE EXERCISES 228 ANSWERS TO PRACTICE
EXERCISES 229 DISCUSSION QUESTIONS 229 SUGGESTIONS FOR ADDITIONAL
READING 230 FOR THOSE WHO TIRE OFREADING 230 FOR THE ELECTRONICALLY
SUAVE 230 ENDNOTE 230 X CONTENTS CHAPTER 11 PERFORMANCE AND PORTFOLIO
ASSESSMENT
"'W','W'WT'I"."'I';';"'@''I'AW&:''~8''''I~%;J:,8I',;SS''NSSIL'''I:T;:,,:
3'''G''''''NW'''MAEI@H';'_'',"'I'.''"N~:':'KM:''''(L''F,,,;,-,J{,,,,:,"",;:#@L;
;'IN~:";IUE:WI"/N'::H',; " ," PERFORMANCE ASSESSMENT 232 *
EDUCATIONALLEADERS LOOK AT ASSESSMENT IAKING THE RISK OUT OF"AT-RISK"
LOHN D. RIOS A FORMIDABLE ASSESSMENT TOOL: RUBRICS 238 PORTFOLIO
ASSESSMENT 245 CHAPTER WRAP-UP 249 PRACTICE EXERCISES 250 ANSWERS TO
PRACTICE EXERCISES 252 DISCUSSION QUESTIONS 253 SUGGESTIONS FOR
ADDITIONAL READING 253 FOR THOSE WHO TIRE OFREADING 254 FOR THE
ELECTRONICALLY SUAVE 254 231 239 CHAPTER 12 ,,!MEI:2,I!:!,9.J~.~~J~~M~,
. @M"MM, . G~~G:~ . EMPIRICAL AND]UDGMENTAL TECHNIQUES 256
]UDGMENTAL IMPROVEMENT OFTEST ITEMS 258 EMPIRICAL IMPROVEMENT OFTEST
ITEMS 262 * EDUCATIONALLEADERS LOOK AT ASSESSMENT CLASSROOM ASSESSMENTS:
U7EAPONS 01 CLASS !NSTRUCTION LYNN WINTERS 263 CHAPTER WRAP-UP 270
PRACTICE EXERCISES 271 ANSWERS TO PRACTICE EXERCISES 272 DISCUSSION
QUESTIONS 273 SUGGESTIONS FOR ADDITIONAL READING 273 FOR THOSE WHO TIRE
OF READING 274 ENDNOTES 274 CHAPTER 13 .
~!:~,!!~.~!!AL~!!~.9~!~.~J~'~'!!~'!:!'!:'~'~MMM""M . GZ."" THECOGNITIVE, AFFECTIVE, AND PSYCHOMOTOR DOMAINS 276 A CLOSER LOOK AT
AFFECT 277 * EDUCATIONALLEADERS LOOK AT ASSESSMENT ASSESSING WHAT
U7EVALUE LESLIE G. LOOMIS 280 CONTENTS XI WHAT AFFECTIVE TARGETS TO
ASSESS? 282 OPTING FOR SELF-REPORT INVENTORIES 284 SELF-REPORTS 285
INDIVIDUAL AND GROUP AFFECTIVE ASSESSMENT 288 CHAPTER WRAP-UP 289
PRACTICE EXERCISES 291 ANSWERS TO PRACTICE EXERCISES 292 DISCUSSION
QUESTIONS 293 SUGGESTIONS FOR ADDITIONAL READING 293 FOR THOSE WHO TIRE
OF READING 294 ENDNOTES 294 * PAR T F 0 U R USINGEDUCATIONALTESTS 295
309 313 320 305 306 CHAPTER 14
",8~~~T~,!~~,~,I~GJ~~_~,~,~,I~,~!1II!~~L~,!I~J~,~!,!I9J~T!~J3'~'~'~!'~~'ILI"'",W'M"MMG,~,",
ADMINISTERING EDUCATIONAL ASSESSMENTS 297 EFFECTIVE TEST DIRECTIONS 298
THE ACTUAL ADMINISTRATION 301 SCORING THE TESTS 304 CORRECTING FOR
GUESSING RECORDING TEST RESULTS TEST SECURITY 307 SETTING PERFORMANCE
STANDARDS 307 WHAT A PERFORMANCE STANDARD IS 308 * EDUCATIONALLEADERS
LOOK AT ASSESSMENT COJJECTINGTHE RIGHT DATA FOR THE RIGHT REASONS CAROL
A. WHITEHEAD COLLECTING CREDIBLE CLASSROOM-BASED EVIDENCE OF A TEACHER'S
SUCCESS CHAPTER WRAP- UP 317 PRACTICE EXERCISES 319 ANSWERS TO PRACTICE
EXERCISES DISCUSSION QUESTIONS 321 SUGGESTIONS FOR ADDITIONAL READING
321 FOR THOSE WHO TIRE OF READING 321 FOR THE ELECTRONICALLY SUAVE 321
ENDNOTES 322 XII CONTENTS CHAPTER 15 ACCOUNTABILITY TESTS: MAKE OR BREAK
ASSESSMENTS TOR EDUCATIONAL LEADERS 323
R!%W'R!"I~@:'R!':'I;:B""R!'SS:%L';LI#H.%~%IM"UEW:;8""\%'%LLIIMII&;
I%S!~1!=~W~MR!1AL;L"'1~MMLW;LII'A;
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THE SIGNIFICANCEOFSTUDENTS' ACCOUNTABILITY-TESTSCORES 324 *
EDUCATIONALLEADERS LOOK AT ASSESSMENT ARE WE ASKING THE RIGHT QUESTIONS?
DOUG D. CHRISTENSEN 331 THE INSTRUCTIONAL INSENSITIVITYOFTRADITIONAL
STANDARDIZEDACHIEVEMENTTESTS 334 THE INSTRUCTIONAL INSENSITIVITYOF MANY
STANDARDS-BASEDACCOUNTABILITYTESTS 345 * EDUCATIONALLEADERS LOOK AT
ASSESSMENT THE ASSESSMENT GAMES ALTERED RU/ES ANNETTE BOHLING 349
INSTRUCTIONALLY SENSITIVEACCOUNTABILITYTESTS 350 CHAPTER WRAP-UP 355
PRACTICE EXERCISES 356 ANSWERSTO PRACTICE EXERCISES 357 SUGGESTIONSFOR
ADDITIONAL READING 358 FOR THOSE WHO TIRE OFREADING 358 FOR THE
ELECTRONICALLY SUAVE 359 APPENDIX STATISTICAL CONCEPTS NEEDED TO
EVALUATE AND USE EDUCATIONAL TESTS 360 1,;
VR!"'~W""1IM8@,MI%M&,MI,,!8:1,,:M?LIIW~"'LW'II'!!~8R!'W:'!@%~%L18@,IRL%"FFI,,*~~!M'R!"I!IW,W:MR!@_R!,:IMRI!MNIFI%EW;%;L$\%I1!@NLLI~,R!,
@W'"" FUNCTION OF STATISTICS 360 FREQUENCY DISTRIBUTIONS 362 GRAPHIE
DISPLAYS 365 INDICATORS OF CENTRAL TENDENCY 368 INDICATORS OFVARIABILITY
371 INDICATORS OF RELATIONSHIP 378 PRACTICE EXERCISES 387 ANSWERSTO
PRACTICE EXERCISES 388 DISCUSSION QUESTIONS 388 SUGGESTIONSFOR
ADDITIONAL READING 389 ENDNOTES 389 INDEX 391 |
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| author | Popham, William James 1930- |
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| callnumber-first | L - Education |
| callnumber-label | LB2831 |
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| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DF 2600 DK 1042 |
| ctrlnum | (OCoLC)60349212 (DE-599)BVBBV021287133 |
| dewey-full | 371.2/011 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2/011 |
| dewey-search | 371.2/011 |
| dewey-sort | 3371.2 211 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| id | DE-604.BV021287133 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T13:48:48Z |
| indexdate | 2024-07-09T20:34:46Z |
| institution | BVB |
| isbn | 0205424007 |
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| spellingShingle | Popham, William James 1930- Assessment for educational leaders Administrateurs scolaires - Évaluation Leadership en éducation - Évaluation Educational leadership Evaluation School administrators Rating of Evaluation (DE-588)4071034-8 gnd Schulleiter (DE-588)4127948-7 gnd |
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| title | Assessment for educational leaders |
| title_auth | Assessment for educational leaders |
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| title_full | Assessment for educational leaders W. James Popham |
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| title_short | Assessment for educational leaders |
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| topic | Administrateurs scolaires - Évaluation Leadership en éducation - Évaluation Educational leadership Evaluation School administrators Rating of Evaluation (DE-588)4071034-8 gnd Schulleiter (DE-588)4127948-7 gnd |
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