Using a jargon free, reader friendly conversational style and flexible format, the new edition continues to equip teachers in training with practical assessment strategies for today's challenges in measuring student progress. This revision includes practical, balanced, and integrated coverage of the many implications of the important and controversial No Child Left Behind (NCLB) Act. It thoughtfully applies traditional and innovative (e.g., performance and portfolio) assessment practices to help teachers prepare themselves and their students for optimal performance on high stakes (and high pressure!) tests. The text also helps teachers contribute to valid, day to day assessment of student progress and develop valid alternative assessments and accommodations appropriate for special education students now included in regular classrooms. Also includes PRAXIS test preparation scenarios and questions that address the use of objective and essay test items to measure higher order thinking, and the creative and motivational use of performance and portfolio assessments. The text website offers streaming video of the Joint Committee of Testing Practices' "The ABCs of School Testing".
Table of Contents
Preface. Chapter 1. An Introduction to Contemporary Educational Testing and Measurement. Chapter 2. "High-Stakes" Testing. Chapter 3. The Purpose of Testing. Chapter 4. Norm- and Criterion-Referenced Tests and Content Validity Evidence. Chapter 5. Measuring Learning Outcomes. Chapter 6. Writing Objective Test Items. Chapter 7. Writing Essay and Higher Order Test Items. Chapter 8. Performance-Based Assessment. Chapter 9. Portfolio Assessment. Chapter 10. Administering, Analyzing, and Improving the Written Test. Chapter 11. Marks and Marking Systems. Chapter 12. Summarizing Data and Measures of Central Tendency. Chapter 13. Variability, the Normal Distribution, and Converted Scores. Chapter 14. Correlation. Chapter 15. Validity Evidence. Chapter 16. Reliability. Chapter 17. Accuracy and Error. Chapter 18. Standardized Tests. Chapter 19. Types of Standardized Tests. Chapter 20. Assessing Children With Disabilities in the Regular Classroom: A Growing Need. Chapter 21. Methods to Assess Children With Disabilities in Regular Education Classrooms. Chapter 22. In the Classroom: A Summary Dialogue. Appendix A: Math Skills Review. Appendix B: Preparing for the Praxis II: Principles of Learning and Teaching Assessment. Appendix C: Determining the Median When There are Multiple Tied Scores. Appendix D: Pearson Product-Moment Correlation. Appendix E: Statistics and Measurement Texts F: Answers for Practice. Appendix F: Answers for Practice Questions. Suggested Readings. References. Credits. Index.
Thomas Kubiszyn is currently Professor of Educational Psychology at the University of Houston. He received his M.A and Ph.D. at the University of Texas at Austin, and he received his B.A. at the State University of New York at Buffalo. Gary Borich is currently Professor of Educational Psychology at the University of Texas at Austin. His research areas include applied data analysis, program evaluation, and teaching effectiveness.