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El. knyga: New Art and Science of Classroom Assessment: (Authentic Assessment Methods and Tools for the Classroom)

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Part of The New Art and Science of Teaching series

Shift to a new paradigm of classroom assessment that is more accurate, meaningful, and authentic. The New Art and Science of Classroom Assessment explores the inadequacies of traditional assessment methods and details how to use classroom assessment to its full potential. Step by step, the authors outline a clear path for transitioning to more holistic assessment methods that truly reflect course curriculum and student progress.

Learn how you can develop authentic assessment for learning in the classroom:





Explore a new perspective on effective assessment for learning, including classroom, interim, and year-end assessments (from formative assessment to summative assessment). Learn how to create a curriculum that provides clear guidance as to what should be assessed. Acquire strategies for assessing four general types of skills: (1) cognitive skills, (2) knowledge-application skills, (3) metacognitive skills, and (4) general behavior skills. Develop expertise with classroom assessment tools, such as the types of declarative content, selected response items, and short constructed response questions. Download free reproducible tables and checklists to assist in implementing new methods of assessment design.

A joint publication of ASCD and Solution Tree

Contents: Introduction Chapter 1: The Assessment-Friendly Curriculum Chapter 2: Proficiency Scales Chapter 3: Parallel Assessments Chapter 4: The Measurement Process and Different Types of Assessment Chapter 5: Summative Scores Chapter 6: Non-Subject-Specific Skills Chapter 7: Record Keeping and Reporting Epilogue Appendix A: Types of Declarative Content Appendix B: Types of Test Response Items References and Resources

Books in The New Art and Science of Teaching series:





The New Art and Science of Teaching The Handbook for the New Art and Science of Teaching The New Art and Science of Teaching Reading The New Art and Science of Teaching Writing The New Art and Science of Classroom Assessment
About the Authors v
Preface vii
Introduction: The New Paradigm for Classroom Assessment 1(10)
The Precision of Externally Designed Assessments
2(3)
Multiple Assessments
5(1)
The New View of Summative Scores
6(1)
The Need for Proficiency Scales
6(2)
This Book
8(3)
1 The Assessment-Friendly Curriculum
11(14)
The Problem With Standards
11(6)
Standards as Inconsequential
17(2)
The Assessment Focus of Standards
19(3)
A Small List of Measurement Topics
22(1)
The New Art and Science of Classroom Assessment in Practice
23(2)
2 Proficiency Scales
25(18)
Dysfunctional Variations of a Proficiency Scale
27(3)
Proficiency Scales for Declarative Knowledge
30(6)
Proficiency Scales for Mental Procedural Knowledge
36(3)
Proficiency Scales for Psychomotor Procedural Knowledge
39(2)
The New Art and Science of Classroom Assessment in Practice
41(2)
3 Parallel Assessments
43(18)
A Brief History of Parallel Assessments
43(5)
Taxonomies
48(5)
Proficiency Scale Use for Scoring Traditional Tests
53(3)
Aberrant Patterns
56(1)
Proficiency Scale Use for Scoring Essays
57(1)
Proficiency Scale Use for Scoring Performance Assessments
58(1)
The Role of Collaborative Teams in Designing Parallel Assessments
59(1)
The New Art and Science of Classroom Assessment in Practice
60(1)
4 The Measurement Process and Different Types of Assessments
61(18)
Assessment for Declarative and Procedural Knowledge
62(5)
Types of Classroom Assessments
67(3)
Student-Led Assessments
70(2)
Measurement With Only One Level of the Scale
72(1)
Proficiency Scales With Multiple Score 3.0 Elements
73(1)
Supplemental Topics
74(1)
Quarter-Point Intervals
75(1)
Instructional Feedback
76(1)
The New Art and Science of Classroom Assessment in Practice
76(3)
5 Summative Scores
79(12)
A Brief History of Formative and Summative Assessments
79(1)
The Method of Mounting Evidence
80(3)
The Method of Mathematical Models
83(2)
The Best-Fit Model
85(1)
The Decaying Average and Other Mathematical Models
86(3)
The New Art and Science of Classroom Assessment in Practice
89(2)
6 Non-Subject-Specific Skills
91(10)
Cognitive Analysis Skills
91(2)
Knowledge-Application Skills
93(1)
Metacognitive Skills
94(3)
General Behavior Skills
97(1)
The New Art and Science of Classroom Assessment in Practice
98(3)
7 Record Keeping and Reporting
101(6)
Keeping a Record
101(1)
Keeping a Record Using Technology
102(1)
Reporting the Overall Grade
103(2)
Revisiting the System of Assessments
105(1)
The New Art and Science of Classroom Assessment in Practice
106(1)
Epilogue: School Change and Classroom Change
107(2)
Appendix A Types of Declarative Content
109(12)
Specific People or Types of People
109(1)
Specific Organizations and Groups or Types of Organizations and Groups
110(2)
Specific Intellectual or Artistic Products or Types of Intellectual or Artistic Products
112(1)
Naturally Occurring Objects
113(1)
Naturally Occurring Places
114(1)
Specific Animals or Types of Animals
115(1)
Manmade Objects
116(1)
Manmade Places
117(1)
Naturally Occurring Phenomena or Events
118(1)
Manmade Phenomena or Events
119(2)
Appendix B Types of Test-Response Items
121(8)
Selected-Response Items
121(6)
Constructed-Response Items
127(2)
References and Resources 129(4)
Index 133
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