Required textbook for the course DLS4100 (Winter 2017; B. Baker).

Includes bibliographical references and index.

"The ability to construct and use classroom assessments is an essential educational skill for all teachers. Ongoing formal and informal classroom assessments provide teachers with the information they need to monitor and make decisions about their teaching and their students' learning. Classroom Assessment: Concepts and Applications, Second Canadian Edition covers the broad range of assessments that confront teachers both in their classrooms and beyond. Each type of assessment is presented with attention to both concepts and application, so that students will understand the reasons and cautions that are inherent in the assessments they construct and interpret. Classroom Assessment: Concepts and Applications, Second Canadian Edition provides an introductory overview of the critical terms, practices, and issues associated with assessment and evaluation." (Publisher's Website)

TABLE OF CONTENTS:

CHAPTER 1 THE BREADTH OF CLASSROOM ASSESSMENT

Purposes of Classroom Assessment
Before-Instruction Assessment
During-Instruction Assessment
After-Instruction Assessment
Placing or Grouping Students

Types of Assessment

Three General Ways to Collect Data: Paper-and-Pencil, Observation, and Oral Questioning
Paper-and-Pencil Techniques
Observation Techniques
Oral Questioning Techniques

Standardized and Non-Standardized Assessments
Standardized Assessments
Non-Standardized Assessments

Good Assessments: Valid and Reliable
Validity
Key Assessment Tools 1.1
Reliability
Key Assessment Tools 1.2

Ethical Issues and Responsibilities
Ethical Issues and Assessment and Evaluation
Fairness in Assessing and Evaluating Students with Exceptionalities
Assessment: A Tool Used Wisely

Chapter Review

Chapter 1 Review Table

Questions for Discussion

CHAPTER 2 INSTRUCTIONAL PLANNING AND ASSESSMENT

The Instructional Process

Planning Instruction Student Characteristics
Teacher Characteristics
Instructional Resources

Three Levels of Learning Objectives

Three Domains of Outcomes
The Cognitive Domain
Bloom’s Taxonomy The Affective Domain
The Psychomotor Domain

Stating and Constructing Outcomes
Essential Elements of the Outcome Statement
Forming Complete Statements
Some Good Examples of Outcomes
Key Assessment Tools 2.1
Questions Often Asked About Outcomes

Improving the Tie Between Planning and Assessment

Planning for Students with Exceptionalities

Chapter Review

Chapter 2 Review Table

Questions for Discussion

CHAPTER 3 ASSESSING BEFORE AND DURING INSTRUCTION: DIAGNOSTIC AND FORMATIVE ASSESSMENT

Assessing Before Instruction: Gathering Diagnostic Assessment Information
Sources of Learning About Students Before Instruction
Forming Student Descriptions

Guidelines for Diagnostic Assessments

Concerns About Ethics and Accuracy
The General Problem
The Issues of Validity and Reliability
Diagnostic or Before-Instruction Assessment
Threats to Validity
Threats to Reliability
Key Assessment Tools 3.1

Assessing During Instruction: Formative Assessment
Assessment Informing Instruction
Indicators and Decisions During Instruction

Guidelines for Formative or During-Instruction Assessments
Student Self-Assessment and Reflection

Questioning: Purposes, Types, and Strategies
Purposes of Questioning
Questioning Strategies for Formative or During-Instruction Assessment

Concerns About Accuracy
The Issues of Validity in Formative or During-Instruction Assessment
The Issues of Reliability in Formative or During-Instruction Assessment
Key Assessment Tools 3.2

Before- and During-Instruction Assessment of Students with Exceptionalities

Chapter Review

Chapter 3 Review Table

Questions for Discussion

CHAPTER 4 PREPARING SELECTED AND CONSTRUCTED RESPONSE TESTS

Summative Assessment

Selected and Constructed Response Test Items
Selected Response Items
Constructed Response Items
Comparing Selected and Constructed Response Items

Higher-Level Questions
Essay Questions
Interpretive Exercises

Writing Test Items According to the Revised Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create

Guidelines for Writing and Critiquing Test Items
Cover Important Outcomes
Write Clear and Simple Items: Seven Rules
Key Assessment Tools 4.1
Decisions in Planning a Test
Key Assessment Tools 4.2
Key Assessment Tools 4.3
Assembling Tests
Valid and Reliable Summative or After-Instruction Tests

Accommodations and Modifications for Written Tests

Chapter Review

Chapter 4 Review Table

Questions for Discussion

CHAPTER 5 ADMINISTRATION OF SELECTED AND CONSTRUCTED RESPONSE TESTS

Preparing Students for Selected and Constructed Response Tests
Issues of Test Preparation
Key Assessment Tools 5.1
Review Before Testing
Ensure Familiarity with Question Formats
Scheduling the Test
Giving Students Information About the Test

Administering Tests
Physical Setting
Psychological Setting
Keeping Track of Time

Issues of Cheating
Types of Cheating on Tests
Deterring Cheating

Scoring Selected and Constructed Response Tests
Scoring Selected Response Tests
Scoring Short-Answer and Completion Items
Scoring Essay Items

Analyzing Item Validity
After-Test Analyses
After-Test Analyses of Multiple-Choice Items

Discussing Test Results with Students

Testing Students with Exceptionalities

Chapter Review

Chapter 5 Review Table

Questions for Discussion

CHAPTER 6 RUBRICS, RATING SCALES, AND CHECKLISTS

Checklists and Rating Scales
Checklists
Rating Scales

Rubrics

Anatomy of a Rubric
Two Methods of Scoring
Devising Rubrics
Key Assessment Tools 6.1
A Word about Descriptor Wording
Evaluating Rubrics
Rubrics for Group Projects
Involving Students in the Construction and Use of Rubrics
Key Assessment Tools 6.2
Involving Students in Peer- and Self-Assessment with Rubrics

Validity and Reliability of Criteria-Based Assessment Measures
Validity
Reliability

Using Rubrics with Students with Exceptionalities

Chapter Review

Chapter 6 Review Table

Questions for Discussion

CHAPTER 7 PERFORMANCE AND PORTFOLIO ASSESSMENTS

The General Role of Performance Assessments

Performance Assessment in Schools
Performance-Oriented Subjects

Developing Performance Assessments
Define the Purpose of Assessment
Identify Performance Criteria
Key Assessment Tools 7.1
Provide a Setting to Elicit and Observe the Performance
Develop a Score to Describe the Performance

Anecdotal Records

Portfolios
Key Assessment Tools 7.2
Purpose of Portfolios
E-Portfolios
Performance Criteria
Setting
Scoring

Validity and Reliability of Performance Assessments
Preparing Students
Validity
Reliability

Using Performance Assessment with Students with Exceptionalities

Chapter Review

Chapter 7 Review Table

Questions for Discussion

CHAPTER 8 COMMUNICATING STUDENT PERFORMANCE

Purposes and Difficulties of Grading
Why Grade?
The Difficulty of Grading
Grading in Cooperative Learning

Grading as Judgment

Descriptive Statistical Measures for Grading
Raw Scores and Score Distributions
Measures of Central Tendency

Four Types of Comparison for Grading Norm-Referenced Grading (Comparison with Other Students)
Criterion-Referenced Grading
Comparison to a Student’s Own Ability
Comparison to a Student’s Prior Performance

Deciding What to Grade
Academic Achievement
Affective Performances

Summarizing Various Types of Assessment Information
What Should Be Included in a Grade?
Selecting Weights for Assessment Information
Combining Different Assessment Information
Validity of the Information
Computing Overall Scores

Two Approaches to Assigning Grades
A Criterion-Referenced Example
A Norm-Referenced Example
Key Assessment Tools 8.1
Report Cards

Grading Students with Exceptionalities The Nature of the Challenge
Some Possible Strategies

Other Methods of Reporting Student Progress
Parent-Teacher Conferences
Additional Communication Methods

Chapter Review

Chapter 8 Review Table

Questions for Discussion

CHAPTER 9 LARGE-SCALE ASSESSMENT

Defining Large-Scale Assessment

Large-Scale Assessment in Canada
Provincial and Territorial Large-Scale Assessment Programs
National and International Assessment Programs

Implications of Large-Scale Assessment
The Impact on Teachers and Teaching
Problems and Limitations of Large-Scale Assessment
Staying Focused on Quality in the Classroom

Preparing Students for Large-Scale Assessments Issues of Test Preparation
Key Assessment Tools 9.1
Provide Good Instruction
Review Before Testing
Ensure Familiarity with Question Formats
Giving Students Information about the Assessment
Scheduling and Administering the Test

Validity and Large-Scale Assessments

Students with Exceptionalities and Large-Scale Assessments
Interpreting Assessment Results for Parents

Chapter Review

Chapter 9 Review Table

Questions for Discussion

CHAPTER 10 STANDARDIZED ACHIEVEMENT TESTS

How Standardized Achievement Tests are Created
Test Construction

Administering the Test
The Need for Consistent Administration

Interpreting Scores

Normal Distributions
The Standard Deviation
Percentile Rank Scores
Stanine Scores
Grade Equivalent Scores

Examples of Standardized Tests
Example 1: Practice Test
Example 2: Student Diagnostic Profile
Example 3: Overview of Standardized Tests
Example 4: Class Record Sheet
Example 5: Student Test Record

The Validity of Standardized Achievement Tests
Appropriate Coverage
Representative Norms
Conditions of Administration
Potential Misinterpretations

Standardized Tests and Students with Exceptionalities

Reporting Results to Parents

In Conclusion

Chapter Review

Chapter 10 Review Table

Questions for Discussion

GLOSSARY

REFERENCES

CREDITS

INDEX