Handbook of Classroom Assessment - Learning, Achievement, and Adjustment

Front Cover

Handbook of Classroom Assessment: Learning, Achievement, and Adjustment

Copyright Page

Contents

Contributors

Preface

Part I: Assessment: Perspectives and Theory

CHAPTER 1. LEARNING, ACHIEVEMENT, AND ASSESSMENT: CONSTRUCTS AT A CROSSROADS

Learning and Achievement: Are They the Same?

Learning, Achievement, and Curriculum

Educational Reform and the Role of Assessment

Reconceptualizing Assessment

New Assessments for New Educational Outcomes

Classroom inferences about Learning and Achievement

Conclusions and Suggestions for the Future

References

CHAPTER 2. CLASSROOM ASSESSMENT: A MULTIDIMENSIONAL PERSPECTIVE

lntroduction

Teacher Competence

Assessment Options

Communicating Assessment Results

Frameworks for Assessment

Transfer as an Assessment Tool

Summary

References

CHAPTER 3. TEACHER ASSESSMENT LITERACY: WHAT DO TEACHERS KNOW ABOUT ASSESSMENT?

National Survey of Teacher Assessment Literacy

Discussion and Conclusions

References

CHAPTER 4. CLASSROOM ASSESSMENT AS INQUIRY

Teacher as Assessor: Where Have We Been and Where Are We Headed?

Teacher-Based Assessment of Student Achievement: A Scenario

Understanding the Example: A Conceptual Framework

Assessment as Inquiry

Back to the Future—and Ahead

References

CHAPTER 5. CLASSROOM ASSESSMENT OF REASONING STRATEGIES

Introduction

Some Common Conceptualizations of Problem Solving and Critical Thinking

A Framework of Reasoning Strategies

Examples of Reasoning Strategies in Content Domains and in Practical Situations

Implications for Assessment

Developing Classroom Assessments of Reasoning Strategies

Professional Development and Support

Evaluation of the Thinking Curriculum

Looking Ahead

References

CHAPTER 6. ACADEMIC SELF-CONCEPT: BEYOND THE DUSTBOWL

Introduction

The Structure and Measurement of Self-Concept

The Relationship of Self-Concept to Academic Achievement

The Influence of Frame-of-Reference Effects

Hierarchical Structure of Self-concept in Different Domains

Self-Concept Enhancement

Summary

References

CHAPTER 7. ASSESSMENT OF SUBJECTIVE WELL BEING DURING CHILDHOOD AND ADOLESCENCE

Introduction

Subjective Well-Being

Assessing Subjective Well-Being in Adults

Assessing Subjective Well-Being in Students

Part II: Standardized Assessment

CHAPTER 8. ASSESSMENT DURING THE PRESCHOOL YEARS

Introduction

Standardized Intelligence Tests

Screening Instruments

Conclusion

References

CHAPTER 9. THE ROLE OF STANDARDIZED ACHIEVEMENT TESTS IN GRADES K–12

Introduction

The Unique Challenges of Secondary School Testing

Usefulness of Standardized Achievement Tests

Interpreting Standardized Achievement Test Scores

Using Test Scores

Conclusion

References

Part III: Assessment of Classroom Learning

CHAPTER 10. A NEW VISION OF THE NATURE AND PURPOSES OF ASSESSMENT IN THE MATHEMATICS CLASSROOM

Introduction

The Changing Nature of School Mathematics and Mathematics Assessment

Forces Driving the Change in Assessment Practices

Promising Classroom Assessment Techniques

Theory o r Framework Building

Research Results

Issues for Debate

References

CHAPTER 11 . ELEMENTARY SOCIAL STUDIES: INSTRUMENTS, ACTIVITIES, AND STANDARDS

Introduction

Brief History of Assessment in Social Studies

The Present: A Broader View of Assessment and Evaluation

The Context for Developing a Comprehensive Social Studies Assessment Plan

Principles for Planning and Implementing Activities with an Eye toward Assessment

Authentic Assessment

Performance Assessment

Portfolios

Social Studies Standards: Links to Classroom Assessment

Guiding Principles for Creating, Monitoring, and Implementing Appropriate Social Studies Assessment Practices

Conclusion

Appendix

References

CHAPTER 12. AUTHENTIC ASSESSMENT IN SOCIAL STUDIES: STANDARDS AND EXAMPLES

Problem: Innovative Technique and Intellectual Quality

Authentic Achievement: Foundation for Standards

Authentic Assessment Tasks

Standards for Student Performance

How the Standards Can Help Teachers, Students, and Schools

References

CHAPTER 13. FOREIGN LANGUAGES: INSTRUMENTS, TECHNIQUES, AND STANDARDS

Historical Overview

Sample Assessment Instruments

National Standards and Assessment

Conclusion and Future Directions

References

CHAPTER 14. A USER-FRIENDLY GUIDE TO ASSESSMENT IN VISUAL ARTS

What Does Assessment Mean in the Visual Arts

Theory: What Is the Need for Assessment?

Assessment Consumerism

The New Art Basics System of Evaluation

A Model for Evaluating the Process of Visual Abstraction

Authentic Assessment of a Painting Class: Sitting Down and Talking with Students

Classroom Assessment Research

Authentic Classroom Assessment in an Inner City High School Program

References

Part IV: Developing Standards

CHAPTER 15. KINDERGARTEN THROUGH GRADE 12 STANDARDS: A PHILOSOPHY OF GRADING

Introduction

Components of a Grading System

Conclusion: From Principles to Practice

References

CHAPTER 16. USING PORTFOLIOS FOR LARGE-SCALE ASSESSMENT

Introduction

The Research Base

Potential for Portfolio Use in Large-Scale Assessment

References

CHAPTER 17. THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

Subject Coverage and Assessment Instrument Development

Field Administration

Scoring the NAEP Exercises

The NAEP Database

Scaling

Interpreting NAEP Scales

Making the Population Estimates

Reporting

References

CHAPTER 18. EPILOGUE: CLASSROOM ASSESSMENT—LOOKING FORWARD

Introduction

Principles for Assessment

Professional Collaboration and Development

Meet the Authors

Conclusion

References

Index