Measurement and assessment in teaching / created by David Miller M., Robert L. Linn and Norman E. Gronlund.

Includes bibliography index.

PART I THE MEASUREMENT AND ASSESSMENT PROCESS
Educational Testing and Assessment: Context, Issues, and Trends
1 (25)
Educational Assessment: Barometer and Lever of Reform
3 (1)
Five Decades of Test-Based Educational Reform
4 (8)
Federal Support of Compensatory Education: Title I
4 (1)
Minimum-Competency Testing
5 (1)
A Nation at Risk
5 (1)
Standards-Based Reform
6 (4)
No Child Left Behind
10 (1)
The Question of Impact
11 (1)
Technological Advances in Testing and Assessment
12 (2)
Public Concern About Testing and Assessment
14 (12)
Nature and Quality of Tests
15 (1)
Effects of Testing on Students
16 (2)
Fairness of Tests to Minorities
18 (2)
Gender Fairness
20 (1)
Formative Assessments
21 (1)
Summary
21 (2)
Learning Exercises
23 (1)
References
23 (1)
Further Reading
24 (2)
The Role of Measurement and Assessment in Teaching
26 (21)
Instructional Decisions Requiring Assessment Data
27 (1)
Assessment, Test, and Measurement
28 (1)
General Principles of Assessment
29 (3)
Assessment and the Instructional Process
32 (4)
Identifying Instructional Goals
32 (1)
Preassessing the Learners'Needs
32 (1)
Providing Relevant Instruction
32 (2)
Assessing the Intended Learning Outcomes
34 (1)
Using the Results
34 (2)
Types of Assessment Procedures
36 (6)
Maximum Performance Versus Typical Performance
36 (1)
Fixed-Choice Tests and Complex-Performance Assessments
37 (1)
Placement, Formative, Diagnostic, and Summative Assessment
38 (1)
Norm-Referenced and Criterion-Referenced Measurement
39 (3)
Summary of Assessment Categories
42 (5)
Other Descriptive Terms
42 (2)
Summary
44 (2)
Learning Exercises
46 (1)
References
46 (1)
Further Reading
46 (1)
Instructional Goals and Objectives: Foundation for Assessment
47 (23)
Instructional Objectives as Learning Outcomes
50 (2)
From Overly Specific Objectives to the Thinking Curriculum
52 (8)
Types of Learning Outcomes to Consider
54 (1)
Taxonomy of Educational Objectives
55 (2)
Other Sources for Lists of Objectives
57 (1)
Criteria for Selecting Appropriate Objectives
57 (1)
Make Allowance for Unanticipated Learning Outcomes
58 (2)
Method of Stating Instructional Objectives
60 (10)
How to Obtain a Clear Statement of Instructional Objectives
61 (1)
Stating the General Instructional Objectives
62 (1)
Stating the Specific Learning Outcomes
63 (2)
Clarification of Verbs Used in Specific Learning Outcomes
65 (1)
Summary of Steps for Stating Instructional Objectives
65 (2)
Summary
67 (1)
Learning Exercises
68 (1)
References
69 (1)
Further Reading
69 (1)
Validity
70 (37)
Nature of Validity
72 (1)
Major Considerations in Assessment Validation
73 (2)
Content Considerations
75 (5)
Content Considerations in Assessment Development to Enhance Validity
77 (2)
Content Considerations in Test Selection
79 (1)
Content Considerations in Other Areas
79 (1)
Construct Considerations
80 (5)
Methods Used in Construct Validation
84 (1)
Assessment-Criterion Relationships
85 (10)
Predicting Future Performance
87 (1)
Correlation
87 (4)
Estimating Present Performance
91 (1)
Expectancy Table
92 (2)
The ``Criterion'' Problem
94 (1)
Consideration of Consequences
95 (2)
Factors Influencing Validity
97 (10)
Factors in the Test or Assessment Itself
97 (2)
Functioning of Tasks and Teaching Procedures
99 (1)
Factors in Administration and Scoring
99 (1)
Factors in Student Responses
99 (1)
Nature of the Group and the Criterion
100 (1)
Teaching and Evaluating Assessments
100 (2)
Summary
102 (2)
Learning Exercises
104 (1)
References
105 (1)
Further Reading
105 (2)
Reliability and Other Desired Characteristics
107 (32)
Nature of Reliability
107 (2)
Determining Reliability by Correlation Methods
109 (10)
Test-Retest Method
110 (2)
Equivalent-Forms Method
112 (1)
Split-Half Method
112 (2)
Coefficient Alpha
114 (1)
Interrater Consistency
115 (3)
Comparing Methods
118 (1)
Standard Error of Measurement
119 (5)
Factors Influencing Reliability Measures
124 (4)
Number of Assessment Tasks
125 (1)
Spread of Scores
126 (1)
Objectivity
126 (1)
Methods of Estimating Reliability
127 (1)
Reliability of Assessments Evaluated in Terms of a Fixed Performance Standard
128 (4)
How High Should Reliability Be?
131 (1)
Usability
132 (7)
Ease of Administration
133 (1)
Time Required for Administration
133 (1)
Ease of Interpretation and Application
133 (1)
Availability of Equivalent or Comparable Forms
134 (1)
Cost of Testing
134 (1)
Summary
134 (1)
Learning Exercises
135 (1)
References
136 (1)
Further Reading
136 (3)
PART II CLASSROOM TESTS AND ASSESSMENTS
Planning Classroom Tests and Assessment
139 (32)
The Purpose of Classroom Testing and Assessment
140 (2)
Pretesting
140 (1)
Testing and Assessment During Instruction
141 (1)
End-of-Instruction Testing and Assessment
141 (1)
Developing Specifications for Tests and Assessments
142 (8)
Building a Table of Specifications
143 (4)
Other Examples of Specifications
147 (2)
Using a One-Way Classification System
149 (1)
Selecting Appropriate Types of Items and Assessment Tasks
150 (8)
The Objective Test Item
151 (3)
Other Types of Performance Assessment
154 (1)
Comparative Advantages of Objective Test Items and Performance Assessment Tasks
155 (1)
Selecting the Most Appropriate Types of Items and Tasks
155 (3)
Considerations in Preparing Relevant Test Items and Assessment Tasks
158 (13)
Matching Items and Tasks to Intended Outcomes
158 (2)
Obtaining a Representative Sample of Items and Tasks
160 (2)
Eliminating Irrelevant Barriers to the Performance
162 (1)
Avoiding Unintended Clues in Objective Test Items
163 (3)
General Suggestions for Writing Test Items and Assessment Tasks
166 (1)
Focusing on Improving Learning and Instruction
167 (1)
Summary
168 (1)
Learning Exercises
169 (1)
References
170 (1)
Further Reading
170 (1)
Constructing Objective Test Items: Simple Forms
171 (23)
Short-Answer Items
172 (7)
Uses of Short-Answer Items
172 (3)
Advantages and Limitations of Short-Answer Items
175 (1)
Suggestions for Constructing Short-Answer Items
176 (3)
True-False or Alternative-Response Items
179 (7)
Uses of True-False Items
179 (3)
Advantages and Limitations of True-False Items
182 (2)
Suggestions for Constructing True-False Items
184 (2)
Matching Exercises
186 (8)
Uses of Matching Exercises
188 (1)
Advantages and Limitations of Matching Exercises
188 (1)
Suggestions for Constructing Matching Exercises
189 (3)
Summary
192 (1)
Learning Exercises
193 (1)
References
193 (1)
Further Reading
193 (1)
Constructing Objective Test Items: Multiple-Choice Forms
194 (24)
Characteristic of Multiple-Choice Items
194 (2)
Uses of Multiple-Choice Items
196 (1)
Measuring Knowledge Outcomes
196 (6)
Measuring Outcomes at the Understanding and Application Levels
199 (3)
Advantages and Limitations of Multiple-Choice Items
202 (3)
Suggestions for Constructing Multiple-Choice Items
205 (13)
Summary
216 (1)
Learning Exercises
216 (1)
Further Reading
217 (1)
Measuring Complex Achievement: The Interpretive Exercise
218 (18)
Nature of the Interpretive Exercise
219 (1)
Forms and Uses of the Interpretive Exercise
219 (8)
Ability to Recognize Inferences
220 (1)
Ability to Recognize Warranted and Unwarranted Generalizations
221 (1)
Ability to Recognize Assumptions
222 (1)
Ability to Recognize the Relevance of Information
222 (1)
Ability to Apply Principle
222 (1)
Use of Pictorial Materials
223 (4)
Advantages and Limitations of Interpretive Exercises
227 (1)
Suggestions for Constructing Interpretive Exercises
228 (8)
Summary
234 (1)
Learning Exercises
234 (1)
Further Reading
235 (1)
Measuring Complex Achievement: Essay Questions
236 (24)
Forms and Uses of Essay Questions
237 (3)
Restricted-Response Essay Questions
238 (1)
Extended-Response Essays
239 (1)
Summary Comparison of Learning Outcomes Measured
240 (1)
Advantages and Limitations of Essay Questions
240 (3)
Advantages
240 (2)
Limitations
242 (1)
Suggestions for Constructing Essay Questions
243 (5)
Scoring Criteria
248 (6)
Scoring Rubrics for Restricted-Response Essay Questions
249 (1)
Analytic Scoring Rubrics for Extended-Response Essays
249 (2)
Holistic Scoring Rubrics for Extended-Response Essays
251 (3)
Suggestions for Scoring Essay Questions
254 (6)
Summary
256 (2)
Learning Exercises
258 (1)
References
258 (1)
Further Reading
259 (1)
Measuring Complex Achievement: Performance-Based Assessmens
260 (28)
Types of Performance-Based Assessment
261 (5)
Restricted-Response Performance Tasks
262 (2)
Extended Performance Tasks
264 (2)
Advantages and Limitations of Performance Assessments
266 (2)
Advantages
266 (2)
Limitations
268 (1)
Suggestions for Constructing Performance Tasks
268 (3)
Performance Criteria
271 (1)
Scoring Rubrics and Rating Scales
271 (10)
Types of Rating Scales
274 (1)
Uses of Rating Scales
275 (2)
Common Errors in Rating
277 (2)
Principles of Effective Rating
279 (2)
Checklists
281 (2)
Student Participation in Rating
283 (5)
Summary
285 (1)
Learning Exercises
286 (1)
References
287 (1)
Further Reading
287 (1)
Portfolios
288 (25)
What Qualifies as a Portfolio of Student Work?
289 (1)
Potential Strengths and Weaknesses of Portfolios
290 (1)
Purpose of Portfolios
291 (5)
Instructional Purposes
293 (1)
Assessment Purposes
294 (1)
Current Accomplishments and Progress
295 (1)
Showcase and Documentation Portfolios
295 (1)
Finished and Working Portfolios
295 (1)
Guidelines for Portfolio Entries
296 (8)
An Example of a Graduation Portfolio
297 (1)
Examples of Statewide and Districtwide Portfolio Guidelines
298 (3)
Examples of Classroom Portfolio Guidelines
301 (3)
Guidelines and Students' Role in Selection of Portfolio Entries and Self-Evaluation
304 (3)
Evaluation Criteria
307 (3)
Using Portfolios in Instruction and Communication
310 (3)
Summary
310 (1)
Learning Exercises
311 (1)
References
311 (1)
Further Reading
312 (1)
Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report
313 (23)
Anecdotal Records
314 (7)
Uses of Anecdotal Records
316 (1)
What Behaviors to Observe and Record
316 (1)
Advantages and Limitations of Anecdotal Records
317 (2)
Effective Use of Anecdotal Records
319 (2)
Student Judgments and Reports
321 (1)
Peer Appraisal
322 (2)
Guess-Who Technique
322 (2)
Self-Report Techniques
324 (1)
Attitude Measurement
325 (3)
Published Attitude Scales
328 (1)
Interest Inventories
328 (3)
Published Interest Inventories
329 (2)
Personality Measures
331 (5)
Personality Inventories
331 (1)
Projective Techniques
332 (1)
Summary
332 (2)
Learning Exercises
334 (1)
Further Reading
334 (2)
Assembling, Administering, and Appraising Classroom Tests and Assessments
336 (31)
Assembling the Classroom Test
337 (10)
Recording Test Items
337 (1)
Reviewing Test Items and Assessment Tasks
337 (4)
Arranging Items in the Test
341 (1)
Preparing Directions for the Test or Assessment
342 (5)
Reproducing the Test
347 (1)
Administering and Scoring Classroom Tests and Assessments
347 (4)
Administration
347 (2)
Scoring the Test
349 (2)
Appraising Classroom Tests and Assessments
351 (12)
Determining Item and Task Effectiveness
351 (3)
Simplified Item-Analysis Procedures
354 (4)
Cautions in Interpreting Item-Analysis Results
358 (4)
Application of Item-Analysis Principles with Performance-Based Assessments
362 (1)
Building a File of Effective Items and Tasks
363 (4)
Summary
364 (2)
Learning Exercises
366 (1)
References
366 (1)
Further Reading
366 (1)
Grading and Reporting
367 (30)
Functions of Grading and Reporting Systems
368 (2)
Instructional Uses
368 (1)
Reports to Parents/Guardians
369 (1)
Administrative and Guidance Uses
369 (1)
Types of Grading and Reporting Systems
370 (4)
Traditional Letter-Grade System
370 (1)
Pass-Fail System
371 (1)
Checklists of Objectives
371 (1)
Letters to Parents/ Guardians
372 (1)
Portfolios of Student Work
373 (1)
Parent- Teacher Conferences
373 (1)
Multiple Grading and Reporting Systems
374 (4)
Guidelines for Developing a Multiple Grading and Reporting System
376 (2)
Assigning Letter Grades
378 (8)
Determining What to Include in a Grade
378 (1)
Combining Data in Assigning Grades
379 (2)
Selecting the Proper Frame of Reference for Grading
381 (2)
Determining the Distribution of Grades
383 (3)
Record-Keeping and Grading Software
386 (1)
Conducting Parent-Teacher Conferences
387 (2)
Reporting Standardized Test Results to Parents
389 (8)
Describing What the Test Measures
390 (1)
Explaining the Meaning of Test Scores
390 (2)
Clarifying the Accuracy of Test Scores
392 (1)
Discussing the Use of Test Results
392 (1)
Summary
392 (2)
Learning Exercises
394 (1)
References
394 (1)
Further Reading
395 (2)
PART III SELECTING AND USING PUBLISHED TESTS
Achievement Tests
397 (20)
Characteristics of Standardized Achievement Tests
398 (1)
Standardized Tests Versus Informal Classroom Tests
399 (3)
Standardized Achievement Test Batteries
402 (6)
Supplements to Standardized Tests
406 (1)
Diagnostic Batteries for Instructional Use
407 (1)
Achievement Tests in Specific Areas
408 (5)
Separate Content-Oriented Tests
409 (1)
Reading Tests
409 (2)
Readiness Tests
411 (2)
Customized Achievement Tests
413 (1)
Individual Achievement Tests
414 (3)
Summary
414 (2)
Learning Exercises
416 (1)
Further Reading
416 (1)
Aptitude Tests
417 (21)
Achievement and Aptitude Tests
417 (3)
Types of Learning Measured: The Ability Spectrum
418 (1)
Types of Predictions Made with Achievement and Aptitude Tests
419 (1)
Scholastic Aptitude and Learning Ability
420 (1)
Group Tests of Learning Ability
420 (6)
Single-Score Tests
420 (1)
Tests Yielding Separate Scores
421 (5)
Choosing the Appropriate Test
426 (1)
Individual Tests
426 (4)
Stanford-Binet Scale, Fifth Edition
427 (1)
Wechsler Scales
428 (2)
Cautions in Interpreting and Using Learning Ability Scores
430 (1)
Culture-Fair Testing
431 (1)
Differential Aptitude Testing
432 (6)
Differential Aptitude Tests (DAT™)
434 (2)
Summary
436 (1)
Learning Exercises
436 (1)
References
437 (1)
Further Reading
437 (1)
Test Selection, Administration, and Use
438 (22)
Obtaining Information About Published Tests
439 (4)
Buros Institute of Mental Measurements Guides
440 (1)
Educational Testing Service (ETS) Test Collection
441 (1)
Test Publishers' Catalogs
441 (1)
Testing Standards
441 (1)
Code of Fair Testing Practices in Education
441 (1)
Other Sources of Test Information
442 (1)
Selecting Appropriate Tests
443 (5)
Defining Testing Needs
443 (2)
Narrowing the Choice
445 (1)
Locating Suitable Tests
445 (1)
Obtaining Specimen Sets
445 (1)
Reviewing Test Materials
446 (1)
Using a Test Evaluation Form
447 (1)
Administering Published Tests
448 (5)
Test Administration
448 (3)
Improving Students' Test-Taking Skills
451 (1)
Unsound and Unethical Test Preparation Practices
452 (1)
Using Results of Published Tests
453 (7)
Possible Uses of Published Tests
453 (3)
Misuses of Published Tests
456 (1)
Summary
457 (1)
Learning Exercises
458 (1)
References
458 (1)
Further Reading
459 (1)
Interpreting Test Scores and Norms
460 (80)
Methods of Interpreting Test Scores
461 (4)
Raw Scores
461 (1)
Criterion-Referenced and Standards-Based Interpretations
462 (2)
Norm-Referenced Interpretation
464 (1)
Grade Norms
465 (4)
Percentile Rank
469 (3)
Standard Scores
472 (8)
The Normal Curve and the Standard Deviation Unit
472 (2)
Types of Standard Scores
474 (5)
Comparison of Score Systems
479 (1)
Profiles
480 (2)
Profile Narrative Reports
482 (1)
Skill Analysis
482 (4)
Judging the Adequacy of Norms
484 (2)
Using Local Norms
486 (1)
Cautions in Interpreting Test Scores
486 (7)
Summary
489 (2)
Learning Exercises
491 (1)
References
491 (1)
Further Reading
492 (1)
APPENDIXES
Appendix A Elementary Statistics
493 (20)
Organizing and Displaying Scores
494 (7)
Measures of Central Tendency
501 (2)
Measures of Variability
503 (4)
Coefficient of Correlation
507 (4)
Linear Regression Coefficients
511 (1)
A Final Caution
512 (1)
References
512 (1)
Appendix B Professional Journals for Locating Measurement and Assessment Articles
513 (2)
Appendix C Contents Standards
515 (2)
References
515 (2)
Appendix D Standards for Teacher Competence in Educational Assessment of Students
517 (7)
Appendix E Test Publishers
524 (1)
Appendix F Selected Published Tests
525 (2)
Appendix G Taxonomy of Educational Objectives
527 (7)
References
533 (1)
Appendix H Relating Assessment Procedures to Instructional Objectives
534 (6)
Relating Test Items to Instructional Objectives
534 (3)
Relating Performance Assessment Tasks to Instructional Objectives
537 (2)
Relating Assessment Procedures Using an Expanded Table of Specifications
539 (1)
Name Index 540 (2)
Subject Index 542

"Measurement and Assessment in Teaching, Tenth Edition, introduces the elements of measurement and assessment that are essential to good teaching. In a presentation that assumes no previous knowledge of assessment or measurement, the text provides crystal-clear, step-by-step instruction on such topics as constructing test questions, aligning assessment with learning goals, and interpreting standardized tests."--Jacket