Classroom Assessment: What Teachers Need to Know with MyLab Education with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package (8th ... New in Ed Psych / Tests & Measurements)

Jim Popham's widely popular__Classroom Assessment__shows teachers how to use classroom testing skillfully and formatively to dramatically increase their teaching effectiveness and make a difference in how well students learn. As in past editions, the author pays particular attention to the instructional payoffs of well-designed classroom tests and highlights the implications of testing on teaching throughout in special__But What Does This Have to Do with Teaching?__sections in each chapter.__Decision Time__vignettes present practical classroom problems and show readers actual decisions being made.__Parent Talk__features describe situations in which a teacher needs to explain something about assessment to parents and show what the author would say in that situation. And a lighter tone is established with cartoons to which readers can relate. The new Eighth Edition highlights the increasing importance of educational assessment in an era of common core state standards and teacher evaluations based on students' tests scores, incorporates the__Standards for Educational and Psychological__testing guidelines throughout relevant sections, and includes a new section on instructionally diagnostic tests to help readers evaluate the merits of commercial or locally developed diagnostic assessment.**Also available with MyLab Education**MyLab(TM) is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education helps teacher candidates bridge the gap between theory and practice-better preparing them for success in their future classrooms.**Note:**You are purchasing a standalone product; MyLab Education does not come packaged with this content. Students, if interested in purchasing this title with MyLab Education, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information.If you would like to purchase both the physical text and MyLab Education search for:**0134027299 / 9780134027296 Classroom Assessment: What Teachers Need to Know with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package**Package consists of:0134053869 / 9780134053868 Classroom Assessment: What Teachers Need to Know, Loose-Leaf Version0134239903 / 9780134239903 MyEducationLab with Pearson eText -- Access Card -- for Classroom Assessment: What Teachers Need to Know Cover 1 Title Page 2 Copyright Page 3 About the Author 5 Preface 6 Acknowledgments 13 Brief Contents 14 Contents 15 1. Why Do Teachers Need to Know about Assessment? 22 Chief Chapter Outcome 22 Federal Laws Rule 23 Assessment versus Testing 30 Why Should Teachers Know about Assessment? Yesteryear’s Answers 33 Why Should Teachers Know about Assessment? Today’s Answers 38 What Do Classroom Teachers Really Need to Know about Assessment? 44 Chapter Summary 50 Determining Your Outcome Mastery 51 References 52 2. Deciding What to Assess 53 Chief Chapter Outcome 53 What to Assess 53 A Collection of What-to-Assess Considerations 80 What Do Classroom Teachers Really Need to Know about What to Assess? 87 A Three-Chapter Preview 88 Chapter Summary 90 Determining Your Outcome Mastery 90 References 91 3. Reliability of Assessment 93 Chief Chapter Outcome 93 Test-Retest Reliability Evidence 97 Alternate-Form Reliability Evidence 100 Internal Consistency Reliability Evidence 102 Three Coins in the Reliability/Precision Fountain 105 The Standard Error of Measurement 106 What Do Classroom Teachers Really Need to Know about Reliability/Precision? 109 Chapter Summary 112 Determining Your Outcome Mastery 113 References 113 Endnotes 114 4. Validity 115 Chief Chapter Outcome 115 A Quest for Defensible Interpretations 115 Validity Evidence 120 Validity Evidence Based on Test Content 123 Validity Evidence Based on Response Processes 130 Validity Evidence Based on a Test’s Internal Structure 131 Validity Evidence Based on Relations to Other Variables 133 Sanctioned and Unsanctioned Labels for Validity Evidence 138 The Relationship between Reliability and Validity 139 What Do Classroom Teachers Really Need to Know about Validity? 140 Chapter Summary 142 Determining your Outcome Mastery 143 References 144 5. Fairness 145 Chief Chapter Outcome 145 The Nature of Assessment Bias 146 Disparate Impact and Assessment Bias 149 Judgmental Approaches 151 Empirical Approaches 154 Bias Detection in the Classroom 154 Assessing Students with Disabilities and English Language Learners 157 What Do Classroom Teachers Really Need to Know about Fairness? 166 Chapter Summary 168 Determining Your Outcome Mastery 169 References 170 Endnote 170 6. Selected-Response Tests 171 Chief Chapter Outcome 171 Expanding Electronic Options 172 Ten (Divided by Two) Item-Writing Commandments 172 Binary-Choice Items 177 Multiple Binary-Choice Items 180 Multiple-Choice Items 182 Matching Items 187 What Do Classroom Teachers Really Need to Know about Selected-Response Tests? 191 Chapter Summary 193 Determining Your Outcome Mastery 193 References 194 7. Constructed-Response Tests 195 Chief Chapter Outcome 195 Short-Answer Items 196 Essay Items: Development 199 Essay Items: Scoring Students’ Responses 204 What Do Classroom Teachers Really Need to Know about Constructed-Response Tests? 212 Chapter Summary 214 Determining Your Outcome Mastery 214 References 215 8. Performance Assessment 216 Chief Chapter Outcome 216 What is a Performance Test? 216 Identifying Suitable Tasks for Performance Assessment 219 The Role of Rubrics 224 An Illustrative Performance-Test Task 226 Wretched and the Rapturous Rubrics 226 Ratings and Observations 234 Sources of Error in Scoring Student Performances 235 What Do Classroom Teachers Really Need to Know about Performance Assessment? 237 Chapter Summary 238 Determining Your Outcome Mastery 239 References 240 9. Portfolio Assessment 241 Chief Chapter Outcome 241 Classroom Portfolio Assessment versus Large-Scale Portfolio Assessment 242 Key Ingredients in Classroom Portfolio Assessment 245 The Pros and Cons of Portfolio Assessment 250 What Do Classroom Teachers Really Need to Know about Portfolio Assessment? 253 Chapter Summary 255 Determining Your Outcome Mastery 255 References 256 10. Affective Assessment 257 Chief Chapter Outcome 257 Why Assess Affect? 257 The Other Side of the Argument 260 Which Affective Variables Should be Assessed? 261 How Should Affect be Assessed in Classrooms? 264 Self-Report Assessment 265 What Kinds of Inferences are at Stake in Affective Assessment? 273 What Do Classroom Teachers Really Need to Know about Affective Assessment? 275 Chapter Summary 276 Determining Your Outcome Mastery 276 References 277 11. Improving Teacher-Developed Assessments 278 Chief Chapter Outcome 278 Judgmentally Based Improvement Procedures 279 Empirically Based Improvement Procedures 283 Item Analysis for Criterion-Referenced Measurement 289 What Do Classroom Teachers Really Need to Know about Improving their Assessments? 292 Chapter Summary 293 Determining Your Outcome Mastery 293 References 294 12. Formative Assessment 295 Chief Chapter Outcome 295 Assessment that Transforms Teaching 295 Formative Assessment Research Support 302 Learning Progressions as Frameworks 305 Alternative Implementation Approaches 311 Why the Delay? 320 What Do Classroom Teachers Really Need to Know about Formative Assessment? 323 Chapter Summary 324 Determining Your Outcome Mastery 325 References 326 13. Making Sense Out of Standardized Test Scores 328 Chief Chapter Outcome 328 Standardized Tests 329 Group-Focused Test Interpretation 331 Individual Student Test Interpretation 333 Instructionally Diagnostic Tests 345 The SAT and the ACT: Three-Letter, High-Import Exams 351 What Do Classroom Teachers Really Need to Know about Interpreting Standardized Test Scores? 356 Chapter Summary 357 Determining Your Outcome Mastery 358 References 359 14. Appropriate and Inappropriate Test-Preparation Practices 360 Chief Chapter Outcome 360 High-Stakes Assessment Arrives 360 Assessment Results as Inference Illuminators 361 Two Evaluative Guidelines 363 Five Test-Preparation Practices 365 Applying the Two Guidelines 366 What about “Teaching to the Test”? 369 What Do Classroom Teachers Really Need to Know about Test-Preparation Practices? 371 Chapter Summary 372 Determining Your Outcome Mastery 372 References 373 15. The Evaluation of Instruction 374 Chief Chapter Outcome 374 A Focus on Consequences 376 Classroom Assessment Evidence 379 Evidence from External Accountability Tests 384 What’s a Teacher to Do? 399 What Do Classroom Teachers Really Need to Know about Assessment-Based Evaluation of Teaching? 401 Chapter Summary 403 Determining Your Outcome Mastery 403 References 404 16. Assessment-Based Grading 406 Chief Chapter Outcome 406 The Purpose of Grading 406 Grade-Giving Specifics 413 What Do Classroom Teachers Really Need to Know about Assessment-Based Grading of Students? 423 Chapter Summary 425 Determining Your Outcome Mastery 425 References 426 Glossary 427 Index 433 Jim Popham's widely popular Classroom Assessment shows teachers how to use classroom testing skillfully and formatively to dramatically increase their teaching effectiveness and make a difference in how well students learn. As in past editions, the author pays particular attention to the instructional payoffs of well-designed classroom tests and highlights the implications of testing on teaching throughout in special But What Does This Have to Do with Teaching? sections in each chapter. Decision Time vignettes present practical classroom problems and show readers actual decisions being made. Parent Talk features describe situations in which a teacher needs to explain something about assessment to parents and show what the author would say in that situation. And a lighter tone is established with cartoons to which readers can relate. The new Eighth Edition highlights the increasing importance of educational assessment in an era of common core state standards and teacher evaluations based on students' tests scores, incorporates the Standards for Educational and Psychological testing guidelines throughout relevant sections, and includes a new section on instructionally diagnostic tests to help readers evaluate the merits of commercial or locally developed diagnostic assessment. Also available with MyLab Education MyLab(TM) is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education helps teacher candidates bridge the gap between theory and practice-better preparing them for success in their future classrooms. Note: You are purchasing a standalone product; MyLab Education does not come packaged with this content. Students, if interested in purchasing this title with MyLab Education, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Education search for: 0134027299 / 9780134027296 Classroom Assessment: What Teachers Need to Know with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package Package consists of: 0134053869 / 9780134053868 Classroom Assessment: What Teachers Need to Know, Loose-Leaf Version 0134239903 / 9780134239903 MyEducationLab with Pearson eText -- Access Card -- for Classroom Assessment: What Teachers Need to Know