For Classroom Assessment and Test and Measurement courses in Education Departments For years, this outstanding, classic text has been the market-leader for courses in Classroom Assessment and Test and Measurement taught in Education Departments across the nation. 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. Providing readers with an understanding of the role of assessment in the instructional process, the book helps students learn how to construct effective test questions that are aligned with learning objectives, evaluate published tests and properly interpret scores of standardized tests. The revision has been thoroughly updated and revised to include: The changing context of testing and assessment now required to meet state and federal assessment mandates; Many new examples of classroom assessments have been added; A stronger emphasis on the development of assessments testing higher order thinking skills, such as analysis, synthesis and evaluation; Updated discussion of student motivation on standardized test; Materials on published tests reflect new editions and new approaches to assessment; Significant coverage of the Standards Movement and No Child Left Behind legislation; Detailed, straightforward guidelines for how to construct test items with many concrete examples; and Coverage of both formative and summative assessment and of all practical aspects of classroom assessment teachers need. Measurement and Assessment in Teaching, tenth edition, introduces the elements of measurement and assessment that are essential to good teaching, once again paving the way for future educators. Highlights of the New Edition include: Major revisions in Chapter 1 reflect the changing context of testing and assessment now required to meet state and federal assessment mandates Many new examples of classroom assessments have been added. Revisions in Chapter 6, Planning Classroom Tests and Assessments, give the chapter a stronger emphasis on the development of assessments testing higher order thinking skills, such as analysis, synthesis and evaluation. The discussion of student motivation on standardized tests in Chapter 18, Test Selection, Administration, and Use, is updated. References to many Web sites have been added or updated. Materials on published tests reflect new editions and new approaches to assessment.
Nonfiction, Education, Education Theory,