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some criterion. This section ends includes a discussion of norm-referenced and criterion referenced tests.
This section also includes standardized and large scale assessments - typically the types of tests sponsored by state education agencies, reported in the popular press, and unfortunately, often inappropriately used as the sole measure to judge the worth of a school. We start with a discussion of the different types of scores used to report standardized test results. You will learn the advantages, disadvantages of each along with how the different types of scores should be used. A key feature of state assessments is that they are almost always accompanied by a careful delineation of endorsed educational goals. There should be no ambiguity with regard to what is covered by such tests. The next chapter discusses aligning one’s instruction to the test and making the test into a valuable instructional planning tool. There is often a debate with regard to teaching to a test. Some argue that since the test identifies goals, teaching to the test is equivalent to teaching goals and should be done. Others argue that teaching to a test is an attempt to short circuit the educational process. The next chapter identifies a continuum of acceptable and unacceptable practices for preparing students to take standardized achievement tests. Lastly, with testing so prominent in the popular press, we provide an overview of some of the politics of national testing.
Section 2: Essential Concepts for Classroom Assessment. The most frequent and most valuable types of tests are those developed and used by classroom teachers. This section is designed to help you develop you write better multiple choice and better performance tests. You will learn to examine what it is that you want to assess, how to write questions that assess those concepts. Special attention is paid to the development of analytic and holistic scoring rubrics. Consistent with the view of testing as a form of data gathering and communication, chapters have been included on asking classroom questions as part of routine instruction and on writing comments on report cards.
Section 3: Essential Skills for Students. The last section is designed to help you help your students. Too often students appear to understand a concept in class, only to lose it the next day. We first provide some suggestions that you can implement that will help your students take better quality notes With better notes, students should be better organized and better prepared to meet academic expectations. Standardized tests are a reality. So is the fact that many students have misleading work patterns. We provide a chapter discussing common mistakes made by students and some teaching strategies that might help students overcome these mistakes. We end with a chapter actually written for students. It emphasizes the need for good study habits and it provides a few test-taking tips for different types of exams.
The Appendix includes two very import documents endorsed and developed by major organizations. The first, Standards for Teacher Competence in Educational Assessment of Students developed by the American Federation of Teachers, National Council on Measurement in Education, and the National Education Association, is intended to guide the preservice and inservice preparation of educators, the accreditation of preparation programs, and the future certification of all educators. We encourage you to compare your skills and knowledge against these standards. The second documents Rights and Responsibilities of Test
Takers: Guidelines and Expectations contains the best judgments of testing professionals about Rudner, L. and W. Schafer (2002) What Teachers Need to Know About
Assessment. Washington, DC: National Education Association. From the free on-line version. To order print copies call 800 229-4200
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