This book provides a succinct discussion of the development and use of classroom assessments. It is designed for college courses and settings in which a full survey textbook is not appropriate in terms of coverage and cost, such as educational psychology or teaching methods courses or self-study by teachers. The chapters are: (1) "Introduction";…

The potential value of developing item banks that would both guarantee the quality of teacher-made examinations and allow for national comparison of student achievement is described. Use of Rasch model methods, rather than classical item analysis techniques, to calibrate the items for these banks is illustrated. (BS)

Assessment practices of 143 elementary and secondary school teachers were studied. Results indicated that assessment practices were highly variable and unpredictable from teacher characteristics such as practice setting, gender, experience, grade level, or familiarity with school district practices. Practices of many teachers reflected their own…

This handbook has been written for college teachers regardless of their prior training in pedagogy, assessment, or education. It is a practical handbook, designed for easy reference. Part 1 can provide either an introduction to Classroom Assessment or a comprehensive review, depending on the reader's prior experience. The first chapter explains…

This book, designed as an introductory text in educational measurement, presents comprehensive and balanced coverage of all aspects of assessment relevant to classroom teachers, including construction and use of paper-and-pencil and alternative assessments. This edition expands the coverage of alternative assessments and includes a chapter on the…

Studies of teacher use of tests suggest that classroom tests are widely used and standardized test results are rarely used. Previous comparisons of preservice and inservice teachers' attitudes toward assessment suggest few differences. Differences in opinions about the use of classroom and standardized tests were assessed via surveys of three…

A paradigm for the recalibration of teacher-made assessment that assesses and evaluates in one operation is formulated. The effort to make the classroom the primary source of educational research activity is contingent on redefining educational research as empirical and not experimental. This emphasizes that the empirical analysis of instructional…

This paper examines several issues and challenges associated with performance-based assessment in science through experiences with two large-scale student assessment projects. The first is the Common Core of Learning (CCL) Science Assessment Project designed to explore the use of classroom-embedded performance assessment for the evaluation of…

Guidelines, practical suggestions, and examples are offered to assist teachers in planning and developing tests to accurately measure student achievement. The six chapters cover: (1) planning tests; (2) developing tests; (3) assembling and administering tests; (4) interpreting test results; (5) assessing test items; and (6) improving test validity…

Topics and issues relating to educational research are presented in the form of separate news sheets or essays. A case study of the merits and deficiencies of Penrose High School's "Whanau House," is included as an example of curriculum innovation. An exploratory study describing expectations of New Zealand teachers demonstrates how…

Classroom assessment procedures of 36 teachers in grades 2 to 12 were studied to determine the extent to which they measure students' higher order thinking skills in mathematics, science, social studies, and language arts. A striking finding was the absence of evaluation of comparative and evaluative thinking. (SLD)

The degree to which performance assessments developed for the classroom demonstrated the principles of quality assessment was explored. Performance assessments were studied in the schools of St. Charles Parish (Louisiana), a district that is implementing outcome based education (OBE). The sample consisted of 92 performance assessments submitted by…

The Center for Evaluation Study at the University of California (Los Angeles) conducted the Test Use in Schools study to map the topography of basic-skills achievement testing and achievement test use in public schools across the United States. The survey addressed a nationwide sample of principals and teachers through a successive,…

Assessment can play a vital role in ensuring the success of citizenship education. Assessment should be an on-going process that informs about the progress and development of students. Guidelines are presented for designing and planning assessment activities, and several formats for assessment are described. Basic guidelines for assessment are…

This paper presents staff development implications for elementary and secondary school teachers which were gleaned from assessments of classroom teachers' testing needs, resources, practices, and proficiencies made by 586 supervisors and principals and 326 teachers in an Ohio study. These assessments included direct analyses of teacher-made tests…