Educational assessment of students:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Upper Saddle River, NJ
Pearson Merrill Prentice Hall
2007
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 499-511) and index |
| Beschreibung: | XVIII, 548 S. graph. Darst. |
| ISBN: | 9780131719255 0131719254 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV022417100 | ||
| 003 | DE-604 | ||
| 005 | 20100707 | ||
| 007 | t | ||
| 008 | 070508s2007 xxud||| |||| 00||| eng d | ||
| 020 | |a 9780131719255 |9 978-0-13-171925-5 | ||
| 020 | |a 0131719254 |9 0-13-171925-4 | ||
| 035 | |a (OCoLC)62728425 | ||
| 035 | |a (DE-599)BVBBV022417100 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c US | ||
| 049 | |a DE-29 | ||
| 050 | 0 | |a LB3051 | |
| 082 | 0 | |a 371.26 |2 22 | |
| 084 | |a DO 1252 |0 (DE-625)19753:763 |2 rvk | ||
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Nitko, Anthony J. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Educational assessment of students |c Anthony J. Nitko, Susan M. Brookhart |
| 250 | |a 5. ed. | ||
| 264 | 1 | |a Upper Saddle River, NJ |b Pearson Merrill Prentice Hall |c 2007 | |
| 300 | |a XVIII, 548 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 499-511) and index | ||
| 650 | 7 | |a Onderwijs |2 gtt | |
| 650 | 7 | |a Tests |2 gtt | |
| 650 | 4 | |a Unterricht | |
| 650 | 4 | |a Educational tests and measurements | |
| 650 | 0 | 7 | |a Schultest |0 (DE-588)4053566-6 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schüler |0 (DE-588)4053369-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Leistungstest |0 (DE-588)4114396-6 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schülerbeurteilung |0 (DE-588)4053376-1 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schulleistungsmessung |0 (DE-588)4077202-0 |2 gnd |9 rswk-swf |
| 651 | 7 | |a USA |0 (DE-588)4078704-7 |2 gnd |9 rswk-swf | |
| 689 | 0 | 0 | |a USA |0 (DE-588)4078704-7 |D g |
| 689 | 0 | 1 | |a Schüler |0 (DE-588)4053369-4 |D s |
| 689 | 0 | 2 | |a Leistungstest |0 (DE-588)4114396-6 |D s |
| 689 | 0 | |5 DE-604 | |
| 689 | 1 | 0 | |a Schulleistungsmessung |0 (DE-588)4077202-0 |D s |
| 689 | 1 | |8 1\p |5 DE-604 | |
| 689 | 2 | 0 | |a Schultest |0 (DE-588)4053566-6 |D s |
| 689 | 2 | |8 2\p |5 DE-604 | |
| 689 | 3 | 0 | |a Schülerbeurteilung |0 (DE-588)4053376-1 |D s |
| 689 | 3 | |8 3\p |5 DE-604 | |
| 700 | 1 | |a Brookhart, Susan M. |e Verfasser |0 (DE-588)140374922 |4 aut | |
| 856 | 4 | 2 | |m HBZ Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015625478&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-015625478 | ||
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 2\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 3\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
Datensatz im Suchindex
| _version_ | 1804136484665556992 |
|---|---|
| adam_text | Titel: Educational assessment of students
Autor: Nitko, Anthony J.
Jahr: 2007
PART I THE BASES FOR ASSESSMENT IN
THE CLASSROOM
1 Classroom Decision Making and Using
Assessment
About This Chapter, 2 • Example of
Assessments Used for an Educational
Decision, 2 • Teachers Classroom
Decisions, 3 • Distinctions Among
Assessments, Tests, Measurements, and
Evaluations, 4 • High-Stakes Assessment
and Accountability, 8 • Assessment and
Educational Decisions About Students, 11
• Acquiring the Competence to Assess
Students, 14 •
2 Describing the Goals and Learning
Targets of Instruction
About This Chapter, 18 • Importance of
Specifying Objectives, 18 • Educational
Goals, State Standards, and Learning
Targets, 19 • Taxonomies of Learning
Targets, 25 • Cognitive Domain
Taxonomies, 25 • Choosing a Taxonomy, 31
• Sources for Locating Learning Targets, 31
• Evaluating the Learning Targets of a
Course or Unit, 32 • How to Write
Specific Learning Targets, 32 • Making
Sure Assessment Tasks Are Aligned With
Learning Targets, 33
3 Validity of Assessment Results
About This Chapter, 38 • General Nature
of Validity, 38 • Four Principles for
Validation, 38 • Validity of Teacher-Crafted
Classroom Assessment Results, 40 •
Validity of Extraclassroom Assessments, 45 •
Categories of Validity Evidence, 48 •
Combining Evidence for Validity
Judgments: An Argument-Based Approach,
60 • Validity Issues When Accommodating
Students With Disabilities, 61
17
37
4 Reliability of Assessment Results 66
About This Chapter, 67 • General Nature
of Reliability, 67 • Causes of Measurement
Error or Inconsistency, 68 • Types of
Reliability Coefficients, 69 • Obtained
Scores, True Scores, and Error Scores, 75 •
Standard Error of Measurement, 76 •
Additional Factors Affecting Reliability and
SEM, 78 m Reliability of Mastery and Pass-
Fail Decisions, 79 • How to Improve
Reliability, 81
5 Professional Responsibilities, Ethical Behavior,
and Legal Requirements in Educational
Assessments 84
About This Chapter, 85 • A Teacher s
Professional Responsibilities in Assessment,
85 • Students Rights as Test Takers, 93 •
Students Responsibilities, 93 • Secrecy,
Access, Privacy, Confidentiality, and the
Teacher, 95 • Legally Defensible
Assessment Accommodation Policies, 96 •
Testing Challenged in Court, 98 • Bias in
Educational Assessment, 99 • Possible
Future Directions of Test Fairness, 102
PART II CRAFTING AND USING CLASSROOM
ASSESSMENTS
Planning for Integrating Assessment and
Instruction
About This Chapter, 107 • How Making
Your Own Assessments Improves Your
Teaching, 107 • Are You Assessing for
Formative or Summative Purposes? 107 •
Assessment Planning for a Marking Period,
109 • Assessment Planning for One Unit
of Instruction, 110 • Pretesting to Plan
Your Teaching, 113 • Crafting a Plan for
One Summative Assessment, 114«
Blueprints for Student-Centered
Assessment, 116 • Criteria for Improving
106
the Validity of Assessment Plans, 116 •
What Range of Assessment Options Is
Available? 120 • Validity of Different
Classroom Assessment Options, 127
7 Completion, Short-Answer, and
True-False Items 132
About This Chapter, 133 • Three
Fundamental Principles for Crafting
Assessments, 133 • Short-Answer Items,
133 • True-False Items, 138 • Usefulness
of True-False Items, 139
8 Multiple-Choice and Matching Exercises 147
About This Chapter, 148 • Multiple-
Choice Item Format, 148 • Considerations
Before Crafting Items, 149 • Advantages
and Criticisms of Multiple-Choice Items,
151 • When Not to Use Multiple-Choice
Items, 152 • Crafting Basic Multiple-
Choice Items, 153 • A Checklist for
Evaluating Multiple-Choice Items, 165 •
Crafting Alternative Varieties of Multiple-
Choice Items, 166 • Greater-Less-Same
Items, 167 • Best-Answer Items, 168 •
Experiment-Interpretation Items, 170 •
Statement-and-Comment Items, 173 •
Matching Exercise Format, 174 •
Advantages and Criticisms of Matching
Exercises, 175 • Crafting Basic Matching
Exercises, 176 • Crafting Alternative
Varieties of Matching Exercises, 178 • 12
Masterlist (Keylist) Items, 178 • Tabular
(Matrix) Items, 181
9 Essay Assessment Tasks 188
About This Chapter, 189 • Formats for
Essay Items, 189 • Usefulness of Essay
Assessments, 191 • Constructing Essays
Assessing Subject-Matter Learning, 193 •
Optional Questions, 197 • Constructing
Prompts for Assessing Writing Achievement,
197 • Scoring Essay Assessments, 201
10 Higher-Order Thinking, Problem
Solving, and Critical Thinking 207
About This Chapter, 208 • Assessing
Higher-Order Thinking, 208 •
Context-Dependent Item Sets, 208 •
Concepts and Concept Learning, 209 •
Assessing Concrete Concept Learning, 210
• Assessing Concept Understanding at a
Deeper Level, 211 • Assessing Defined
Concept Learning, 212 • Assessing
Whether Students Thinking Uses Rules,
213 • Assessing Comprehension of Rules
and Principles, 214 • Problem Solving, 215
• Assessing Problem-Solving Skills, 217 •
Other Promising Approaches for Assessing
Problem Solving, 221 • Critical Thinking,
221 • Assessing Dispositions Toward
Critical Thinking, 222 • Assessing
Critical-Thinking Abilities, 222 • Other
Specific Higher-Order Skills and Abilities,
234 • Enhanced Multiple-Choice
Items, 238
11 Performance, Portfolio, and Authentic
Assessments: An Overview
About This Chapter, 244 • What Is
Performance Assessment? 244 • Types of
Performance Assessments, 245 • Authentic
Assessments, 253 • Advantages and
Criticisms of Performance Assessments, 254
• How Using Performance Assessment
Can Improve Your Teaching, 256 •
Multiple Intelligences Perspective on
Performance Assessments, 256
How to Craft Performance Tasks, Projects,
Portfolios, Rating Scales, and Scoring
Rubrics
About This Chapter, 262 • Stages in
Crafting Performance Tasks and Rubrics,
262 • Stage One: Being Clear About the
Performance to Assess, 262 • Stage Two:
Crafting Performance Tasks, 264 • Stage
Three: Crafting Rubrics, Checklists, and
Rating Scales, 269 • Types of Scoring
Rubrics, 269 • Crafting Scoring Rubrics:
How to Do It, 273 • Crafting Checklists,
276 • Crafting Rating Scales, 277 ¦
Evaluating Scoring Rubrics and Rating
Scales, 284 • Crafting Projects, 285 •
Crafting Portfolios, 287 • Electronic
Portfolios, 292
243
261
13 Formative Evaluation Using Informal
Diagnostic Assessments 295
About This Chapter, 296 • Diagnostic
Assessment, 296 • Integrating Teaching,
Diagnosis, and Assessment, 297 •
Approach 1 : Profiling Content Strengths
and Weaknesses, 298 • Approach 2:
Identifying Prerequisite Deficits, 299 •
Approach 3 : Identifying Objectives Not
Mastered, 301 • Approach 4: Identifying
Students Errors, 303 • Approach 5:
Identifying Student Knowledge Structures,
304 • Approach 6: Identifying
Competencies for Solving Word Problems,
306 • Interviewing Students, 308
14 Preparing Your Students to Be Assessed and
Using Students Results to Improve Your
Assessments 311
About This Chapter, 312 • Section I:
Getting Students Ready, 312 • Preparing
Students for the Assessment, 312 •
Testwiseness, 314 • Advice About
Changing Answers, 315 • Test Anxiety, 316
Section II: Putting the Assessment Together,
317 • Assessment Format and Appearance,
317 • Preparations for Scoring the
Assessment, 319 • Correction for Guessing,
319 • Section III: Using Students
Responses to Improve Assessments, 320 •
Item Analysis for Classroom Assessments,
320 • Item Difficulty Index, 326 • Item
Discrimination Index, 327 • Improving
Multiple-Choice Item Quality, 328 •
Selecting Test Items, 330 • Using
Computers for Test Assembly and Item
Analyses, 331
15 Evaluating and Grading Student Progress
About This Chapter, 336 • Section I: The
Meanings and Purposes of Grades, 336 •
What Are Your Attitudes Toward Marks
and Grades? 336 • Continuous
Assessment and Grading, 336 • How
People Perceive and Use Grades, 338 •
Criticisms of Grades and Marks, 340 •
335
Section II: Report Cards and Other Official
Reports of Student Progress, 341 • Student
Progress Reporting Methods, 341 •
Crafting a Multiple Reporting System, 346
• Section III: Choosing a Grading Model,
348 • Overview of Section III, 348 •
Basic Concepts of Grading Frameworks for
Classroom Evaluation, 348 • Choosing
Your Grading Model, 352 • Section IV:
Sensible Grading Practices, 353 • Types of
Performance to Assess, 354 • Consistent
Grading Throughout the Marking Period,
355 • Components of a Grade, 356 •
Grade Boundaries, 357 • Failure Grades,
357 • Section V: Techniques for Setting
Grade Boundaries and Combining Scores,
359 • Assigning Norm-Referenced Letter
Grades, 359 • Assigning Criterion-
Referenced Letter Grades, 363 •
Gradebook Computer Programs, 367
PART III INTERPRETING AND USING
STANDARDIZED TESTS
16 Standardized Achievement Tests
About This Chapter, 372 • Types of Tests,
372 • Standardized Survey Batteries, 372 •
State-Mandated Tests and Customized Tests,
379 • Nonstandardized Achievement Tests,
380 • Appropriate Uses of Standardized
Test Results, 381 • Inappropriate Uses of
Standardized Test Results, 382 • Multilevel
Survey Batteries, 384 • Choosing
Standardized Tests, 384 • Complementing
Your State Assessment, 385 • How to
Administer Standardized Tests, 386 •
Ethical and Unethical Student Practice for
Standardized Tests, 387
17 Interpreting Norm-Referenced Scores
About This Chapter, 392 • Three
Referencing Frameworks, 392 • Using
Norms, 394 • Types of Norm Groups, 394
• Overview of Norm-Referenced Scores,
397 • Percentile Ranks, 397 • Linear
Standard Scores, 399 • Normal
Distributions, 401 • Normalized Standard
Scores, 404 • Developmental and
Educational Growth Scales, 407 •
Extended Normalized Standard Score
Scales, 407 • Grade-Equivalent Scores, 408
• Comparison of Various Norm-
Referenced Scores, 415 • General
Guidelines for Score Interpretation, 416 •
Interpreting Scores to Parents, 417
18 Finding and Evaluating Published
Assessments
About This Chapter, 421 • Locating a
Published Test, 421 • Locating Evaluations
of Published Tests, 424 • Locating
Computerized Testing Materials, 426 •
Locating Unpublished Test Materials, 426
• Restrictions on Purchasing and Using
Tests, 427 • Evaluating and Selecting a
Test, 428 • How a Standardized Test Is
Developed, 431
19 Scholastic Aptitude, Career Interests,
Attitudes, and Personality Tests
About This Chapter, 435 • Aptitudes for
Learning, 435 • Group Tests of Scholastic
Aptitudes, 437 • Group Tests of Specific
Aptitudes, 441 • Individually Administered
Tests of General Scholastic Aptitudes, 444 •
Assessing Adaptive Behavior, 447 •
Assessing Vocational and Career Interests,
448 • Assessing Attitudes, 451 • Assessing
Personality Dimensions, 451
420
434
APPENDIXES
A Standards for Teacher Competence in
Educational Assessment of Students 455
B Code of Fair Testing Practices in
Education (Revised) 458
C Code of Professional Responsibilities in
Educational Measurement 461
D Summaries of Taxonomies of Educational
Objectives: Cognitive, Affective, and
Psychomotor Domains 465
E Categories of Learning Targets Derived
from the Dimensions of Learning Model 472
F Assessment of Metacognition 474
G Examples of Alternative Blueprints for a
Summative Unit Assessment 476
H Scoring Guide for Oregon s Writing
Assessment 479
I Basic Statistical Concepts 486
J Computational Procedures for Various
Reliability Coefficients 498
K A Limited List of Published Tests 503
L List of Test Publishers and Their Websites 505
Glossary 507
References 525
Name Index 537
Subject Index 540
|
| adam_txt |
Titel: Educational assessment of students
Autor: Nitko, Anthony J.
Jahr: 2007
PART I THE BASES FOR ASSESSMENT IN
THE CLASSROOM
1 Classroom Decision Making and Using
Assessment
About This Chapter, 2 • Example of
Assessments Used for an Educational
Decision, 2 • Teachers' Classroom
Decisions, 3 • Distinctions Among
Assessments, Tests, Measurements, and
Evaluations, 4 • High-Stakes Assessment
and Accountability, 8 • Assessment and
Educational Decisions About Students, 11
• Acquiring the Competence to Assess
Students, 14 •
2 Describing the Goals and Learning
Targets of Instruction
About This Chapter, 18 • Importance of
Specifying Objectives, 18 • Educational
Goals, State Standards, and Learning
Targets, 19 • Taxonomies of Learning
Targets, 25 • Cognitive Domain
Taxonomies, 25 • Choosing a Taxonomy, 31
• Sources for Locating Learning Targets, 31
• Evaluating the Learning Targets of a
Course or Unit, 32 • How to Write
Specific Learning Targets, 32 • Making
Sure Assessment Tasks Are Aligned With
Learning Targets, 33
3 Validity of Assessment Results
About This Chapter, 38 • General Nature
of Validity, 38 • Four Principles for
Validation, 38 • Validity of Teacher-Crafted
Classroom Assessment Results, 40 •
Validity of Extraclassroom Assessments, 45 •
Categories of Validity Evidence, 48 •
Combining Evidence for Validity
Judgments: An Argument-Based Approach,
60 • Validity Issues When Accommodating
Students With Disabilities, 61
17
37
4 Reliability of Assessment Results 66
About This Chapter, 67 • General Nature
of Reliability, 67 • Causes of Measurement
Error or Inconsistency, 68 • Types of
Reliability Coefficients, 69 • Obtained
Scores, True Scores, and Error Scores, 75 •
Standard Error of Measurement, 76 •
Additional Factors Affecting Reliability and
SEM, 78 m Reliability of Mastery and Pass-
Fail Decisions, 79 • How to Improve
Reliability, 81
5 Professional Responsibilities, Ethical Behavior,
and Legal Requirements in Educational
Assessments 84
About This Chapter, 85 • A Teacher's
Professional Responsibilities in Assessment,
85 • Students' Rights as Test Takers, 93 •
Students' Responsibilities, 93 • Secrecy,
Access, Privacy, Confidentiality, and the
Teacher, 95 • Legally Defensible
Assessment Accommodation Policies, 96 •
Testing Challenged in Court, 98 • Bias in
Educational Assessment, 99 • Possible
Future Directions of Test Fairness, 102
PART II CRAFTING AND USING CLASSROOM
ASSESSMENTS
Planning for Integrating Assessment and
Instruction
About This Chapter, 107 • How Making
Your Own Assessments Improves Your
Teaching, 107 • Are You Assessing for
Formative or Summative Purposes? 107 •
Assessment Planning for a Marking Period,
109 • Assessment Planning for One Unit
of Instruction, 110 • Pretesting to Plan
Your Teaching, 113 • Crafting a Plan for
One Summative Assessment, 114«
Blueprints for Student-Centered
Assessment, 116 • Criteria for Improving
106
the Validity of Assessment Plans, 116 •
What Range of Assessment Options Is
Available? 120 • Validity of Different
Classroom Assessment Options, 127
7 Completion, Short-Answer, and
True-False Items 132
About This Chapter, 133 • Three
Fundamental Principles for Crafting
Assessments, 133 • Short-Answer Items,
133 • True-False Items, 138 • Usefulness
of True-False Items, 139
8 Multiple-Choice and Matching Exercises 147
About This Chapter, 148 • Multiple-
Choice Item Format, 148 • Considerations
Before Crafting Items, 149 • Advantages
and Criticisms of Multiple-Choice Items,
151 • When Not to Use Multiple-Choice
Items, 152 • Crafting Basic Multiple-
Choice Items, 153 • A Checklist for
Evaluating Multiple-Choice Items, 165 •
Crafting Alternative Varieties of Multiple-
Choice Items, 166 • Greater-Less-Same
Items, 167 • Best-Answer Items, 168 •
Experiment-Interpretation Items, 170 •
Statement-and-Comment Items, 173 •
Matching Exercise Format, 174 •
Advantages and Criticisms of Matching
Exercises, 175 • Crafting Basic Matching
Exercises, 176 • Crafting Alternative
Varieties of Matching Exercises, 178 • 12
Masterlist (Keylist) Items, 178 • Tabular
(Matrix) Items, 181
9 Essay Assessment Tasks 188
About This Chapter, 189 • Formats for
Essay Items, 189 • Usefulness of Essay
Assessments, 191 • Constructing Essays
Assessing Subject-Matter Learning, 193 •
Optional Questions, 197 • Constructing
Prompts for Assessing Writing Achievement,
197 • Scoring Essay Assessments, 201
10 Higher-Order Thinking, Problem
Solving, and Critical Thinking 207
About This Chapter, 208 • Assessing
Higher-Order Thinking, 208 •
Context-Dependent Item Sets, 208 •
Concepts and Concept Learning, 209 •
Assessing Concrete Concept Learning, 210
• Assessing Concept Understanding at a
Deeper Level, 211 • Assessing Defined
Concept Learning, 212 • Assessing
Whether Students' Thinking Uses Rules,
213 • Assessing Comprehension of Rules
and Principles, 214 • Problem Solving, 215
• Assessing Problem-Solving Skills, 217 •
Other Promising Approaches for Assessing
Problem Solving, 221 • Critical Thinking,
221 • Assessing Dispositions Toward
Critical Thinking, 222 • Assessing
Critical-Thinking Abilities, 222 • Other
Specific Higher-Order Skills and Abilities,
234 • Enhanced Multiple-Choice
Items, 238
11 Performance, Portfolio, and Authentic
Assessments: An Overview
About This Chapter, 244 • What Is
Performance Assessment? 244 • Types of
Performance Assessments, 245 • Authentic
Assessments, 253 • Advantages and
Criticisms of Performance Assessments, 254
• How Using Performance Assessment
Can Improve Your Teaching, 256 •
Multiple Intelligences Perspective on
Performance Assessments, 256
How to Craft Performance Tasks, Projects,
Portfolios, Rating Scales, and Scoring
Rubrics
About This Chapter, 262 • Stages in
Crafting Performance Tasks and Rubrics,
262 • Stage One: Being Clear About the
Performance to Assess, 262 • Stage Two:
Crafting Performance Tasks, 264 • Stage
Three: Crafting Rubrics, Checklists, and
Rating Scales, 269 • Types of Scoring
Rubrics, 269 • Crafting Scoring Rubrics:
How to Do It, 273 • Crafting Checklists,
276 • Crafting Rating Scales, 277 ¦
Evaluating Scoring Rubrics and Rating
Scales, 284 • Crafting Projects, 285 •
Crafting Portfolios, 287 • Electronic
Portfolios, 292
243
261
13 Formative Evaluation Using Informal
Diagnostic Assessments 295
About This Chapter, 296 • Diagnostic
Assessment, 296 • Integrating Teaching,
Diagnosis, and Assessment, 297 •
Approach 1 : Profiling Content Strengths
and Weaknesses, 298 • Approach 2:
Identifying Prerequisite Deficits, 299 •
Approach 3 : Identifying Objectives Not
Mastered, 301 • Approach 4: Identifying
Students' Errors, 303 • Approach 5:
Identifying Student Knowledge Structures,
304 • Approach 6: Identifying
Competencies for Solving Word Problems,
306 • Interviewing Students, 308
14 Preparing Your Students to Be Assessed and
Using Students' Results to Improve Your
Assessments 311
About This Chapter, 312 • Section I:
Getting Students Ready, 312 • Preparing
Students for the Assessment, 312 •
Testwiseness, 314 • Advice About
Changing Answers, 315 • Test Anxiety, 316
Section II: Putting the Assessment Together,
317 • Assessment Format and Appearance,
317 • Preparations for Scoring the
Assessment, 319 • Correction for Guessing,
319 • Section III: Using Students'
Responses to Improve Assessments, 320 •
Item Analysis for Classroom Assessments,
320 • Item Difficulty Index, 326 • Item
Discrimination Index, 327 • Improving
Multiple-Choice Item Quality, 328 •
Selecting Test Items, 330 • Using
Computers for Test Assembly and Item
Analyses, 331
15 Evaluating and Grading Student Progress
About This Chapter, 336 • Section I: The
Meanings and Purposes of Grades, 336 •
What Are Your Attitudes Toward Marks
and Grades? 336 • Continuous
Assessment and Grading, 336 • How
People Perceive and Use Grades, 338 •
Criticisms of Grades and Marks, 340 •
335
Section II: Report Cards and Other Official
Reports of Student Progress, 341 • Student
Progress Reporting Methods, 341 •
Crafting a Multiple Reporting System, 346
• Section III: Choosing a Grading Model,
348 • Overview of Section III, 348 •
Basic Concepts of Grading Frameworks for
Classroom Evaluation, 348 • Choosing
Your Grading Model, 352 • Section IV:
Sensible Grading Practices, 353 • Types of
Performance to Assess, 354 • Consistent
Grading Throughout the Marking Period,
355 • Components of a Grade, 356 •
Grade Boundaries, 357 • Failure Grades,
357 • Section V: Techniques for Setting
Grade Boundaries and Combining Scores,
359 • Assigning Norm-Referenced Letter
Grades, 359 • Assigning Criterion-
Referenced Letter Grades, 363 •
Gradebook Computer Programs, 367
PART III INTERPRETING AND USING
STANDARDIZED TESTS
16 Standardized Achievement Tests
About This Chapter, 372 • Types of Tests,
372 • Standardized Survey Batteries, 372 •
State-Mandated Tests and Customized Tests,
379 • Nonstandardized Achievement Tests,
380 • Appropriate Uses of Standardized
Test Results, 381 • Inappropriate Uses of
Standardized Test Results, 382 • Multilevel
Survey Batteries, 384 • Choosing
Standardized Tests, 384 • Complementing
Your State Assessment, 385 • How to
Administer Standardized Tests, 386 •
Ethical and Unethical Student Practice for
Standardized Tests, 387
17 Interpreting Norm-Referenced Scores
About This Chapter, 392 • Three
Referencing Frameworks, 392 • Using
Norms, 394 • Types of Norm Groups, 394
• Overview of Norm-Referenced Scores,
397 • Percentile Ranks, 397 • Linear
Standard Scores, 399 • Normal
Distributions, 401 • Normalized Standard
Scores, 404 • Developmental and
Educational Growth Scales, 407 •
Extended Normalized Standard Score
Scales, 407 • Grade-Equivalent Scores, 408
• Comparison of Various Norm-
Referenced Scores, 415 • General
Guidelines for Score Interpretation, 416 •
Interpreting Scores to Parents, 417
18 Finding and Evaluating Published
Assessments
About This Chapter, 421 • Locating a
Published Test, 421 • Locating Evaluations
of Published Tests, 424 • Locating
Computerized Testing Materials, 426 •
Locating Unpublished Test Materials, 426
• Restrictions on Purchasing and Using
Tests, 427 • Evaluating and Selecting a
Test, 428 • How a Standardized Test Is
Developed, 431
19 Scholastic Aptitude, Career Interests,
Attitudes, and Personality Tests
About This Chapter, 435 • Aptitudes for
Learning, 435 • Group Tests of Scholastic
Aptitudes, 437 • Group Tests of Specific
Aptitudes, 441 • Individually Administered
Tests of General Scholastic Aptitudes, 444 •
Assessing Adaptive Behavior, 447 •
Assessing Vocational and Career Interests,
448 • Assessing Attitudes, 451 • Assessing
Personality Dimensions, 451
420
434
APPENDIXES
A Standards for Teacher Competence in
Educational Assessment of Students 455
B Code of Fair Testing Practices in
Education (Revised) 458
C Code of Professional Responsibilities in
Educational Measurement 461
D Summaries of Taxonomies of Educational
Objectives: Cognitive, Affective, and
Psychomotor Domains 465
E Categories of Learning Targets Derived
from the Dimensions of Learning Model 472
F Assessment of Metacognition 474
G Examples of Alternative Blueprints for a
Summative Unit Assessment 476
H Scoring Guide for Oregon's Writing
Assessment 479
I Basic Statistical Concepts 486
J Computational Procedures for Various
Reliability Coefficients 498
K A Limited List of Published Tests 503
L List of Test Publishers and Their Websites 505
Glossary 507
References 525
Name Index 537
Subject Index 540 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Nitko, Anthony J. Brookhart, Susan M. |
| author_GND | (DE-588)140374922 |
| author_facet | Nitko, Anthony J. Brookhart, Susan M. |
| author_role | aut aut |
| author_sort | Nitko, Anthony J. |
| author_variant | a j n aj ajn s m b sm smb |
| building | Verbundindex |
| bvnumber | BV022417100 |
| callnumber-first | L - Education |
| callnumber-label | LB3051 |
| callnumber-raw | LB3051 |
| callnumber-search | LB3051 |
| callnumber-sort | LB 43051 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DO 1252 |
| ctrlnum | (OCoLC)62728425 (DE-599)BVBBV022417100 |
| dewey-full | 371.26 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.26 |
| dewey-search | 371.26 |
| dewey-sort | 3371.26 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 5. ed. |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02556nam a2200649zc 4500</leader><controlfield tag="001">BV022417100</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20100707 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">070508s2007 xxud||| |||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780131719255</subfield><subfield code="9">978-0-13-171925-5</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0131719254</subfield><subfield code="9">0-13-171925-4</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)62728425</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV022417100</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-29</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LB3051</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.26</subfield><subfield code="2">22</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DO 1252</subfield><subfield code="0">(DE-625)19753:763</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Nitko, Anthony J.</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Educational assessment of students</subfield><subfield code="c">Anthony J. Nitko, Susan M. Brookhart</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">5. ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Upper Saddle River, NJ</subfield><subfield code="b">Pearson Merrill Prentice Hall</subfield><subfield code="c">2007</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XVIII, 548 S.</subfield><subfield code="b">graph. Darst.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (p. 499-511) and index</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Onderwijs</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Tests</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Unterricht</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Educational tests and measurements</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Schultest</subfield><subfield code="0">(DE-588)4053566-6</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Schüler</subfield><subfield code="0">(DE-588)4053369-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Leistungstest</subfield><subfield code="0">(DE-588)4114396-6</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Schülerbeurteilung</subfield><subfield code="0">(DE-588)4053376-1</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Schulleistungsmessung</subfield><subfield code="0">(DE-588)4077202-0</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="D">g</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Schüler</subfield><subfield code="0">(DE-588)4053369-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Leistungstest</subfield><subfield code="0">(DE-588)4114396-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="1" ind2="0"><subfield code="a">Schulleistungsmessung</subfield><subfield code="0">(DE-588)4077202-0</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="2" ind2="0"><subfield code="a">Schultest</subfield><subfield code="0">(DE-588)4053566-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="2" ind2=" "><subfield code="8">2\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="3" ind2="0"><subfield code="a">Schülerbeurteilung</subfield><subfield code="0">(DE-588)4053376-1</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="3" ind2=" "><subfield code="8">3\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Brookhart, Susan M.</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)140374922</subfield><subfield code="4">aut</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">HBZ Datenaustausch</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015625478&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-015625478</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">3\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield></record></collection> |
| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV022417100 |
| illustrated | Illustrated |
| index_date | 2024-07-02T17:24:22Z |
| indexdate | 2024-07-09T20:57:08Z |
| institution | BVB |
| isbn | 9780131719255 0131719254 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-015625478 |
| oclc_num | 62728425 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XVIII, 548 S. graph. Darst. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Pearson Merrill Prentice Hall |
| record_format | marc |
| spelling | Nitko, Anthony J. Verfasser aut Educational assessment of students Anthony J. Nitko, Susan M. Brookhart 5. ed. Upper Saddle River, NJ Pearson Merrill Prentice Hall 2007 XVIII, 548 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 499-511) and index Onderwijs gtt Tests gtt Unterricht Educational tests and measurements Schultest (DE-588)4053566-6 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Leistungstest (DE-588)4114396-6 gnd rswk-swf Schülerbeurteilung (DE-588)4053376-1 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Leistungstest (DE-588)4114396-6 s DE-604 Schulleistungsmessung (DE-588)4077202-0 s 1\p DE-604 Schultest (DE-588)4053566-6 s 2\p DE-604 Schülerbeurteilung (DE-588)4053376-1 s 3\p DE-604 Brookhart, Susan M. Verfasser (DE-588)140374922 aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015625478&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Nitko, Anthony J. Brookhart, Susan M. Educational assessment of students Onderwijs gtt Tests gtt Unterricht Educational tests and measurements Schultest (DE-588)4053566-6 gnd Schüler (DE-588)4053369-4 gnd Leistungstest (DE-588)4114396-6 gnd Schülerbeurteilung (DE-588)4053376-1 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4053566-6 (DE-588)4053369-4 (DE-588)4114396-6 (DE-588)4053376-1 (DE-588)4077202-0 (DE-588)4078704-7 |
| title | Educational assessment of students |
| title_auth | Educational assessment of students |
| title_exact_search | Educational assessment of students |
| title_exact_search_txtP | Educational assessment of students |
| title_full | Educational assessment of students Anthony J. Nitko, Susan M. Brookhart |
| title_fullStr | Educational assessment of students Anthony J. Nitko, Susan M. Brookhart |
| title_full_unstemmed | Educational assessment of students Anthony J. Nitko, Susan M. Brookhart |
| title_short | Educational assessment of students |
| title_sort | educational assessment of students |
| topic | Onderwijs gtt Tests gtt Unterricht Educational tests and measurements Schultest (DE-588)4053566-6 gnd Schüler (DE-588)4053369-4 gnd Leistungstest (DE-588)4114396-6 gnd Schülerbeurteilung (DE-588)4053376-1 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Onderwijs Tests Unterricht Educational tests and measurements Schultest Schüler Leistungstest Schülerbeurteilung Schulleistungsmessung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015625478&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT nitkoanthonyj educationalassessmentofstudents AT brookhartsusanm educationalassessmentofstudents |