Natural classroom assessment : designing seamless instruction & assessment

목차 (Table of Contents)

• CONTENTS
• Series Editors' Introduction = viii
• Preface = ⅸ
• Acknowledgments = xi
• About the Authors = xiii
• 1. Determining Goals, Targets, and Objectives = 1
• What Is the Purpose of This Book? = 1
• What Is It That We Would Truly Like Our Students to Be Able to Do? = 2
• What Do We Do in Classrooms to Enhance Learning, Development, and Growth? = 4
• How Can We Align Our Assessment Activities With Our Instructional Goals? = 5
• How Do Assessment Activities Fit With the Organic Nature of the Classroom? = 7
• 2. How Will Assessment Be Used? = 10
• Do We Really Need to Assess at All? = 10
• What Is the Underlying Purpose of Assessment in Instruction? = 14
• Who Are the Legitimate Audiences for Assessment Results? = 14
• How Can Assessment Help or Hinder the Instructional Process? = 16
• 3. Designing Assessments That Evolve From Instruction = 20
• What Is the Basis for Calling a Classroom Assessment "Natural"? = 20
• What Does Assessment Mean for Students? What Can It Mean? = 23
• How Can Instructional Activities Become Assessment Activities? = 25
• What Is the Basis for Calling an Assessment Natural? = 26
• What Is the Role of Motivation in Assessment and Assessment in Motivation? = 26
• 4. Beginning the Design Process = 28
• What Are the Characteristics of Good Natural Assessment? = 28
• Where Do We Start When Developing Assessments? = 33
• What Are the Options That Are Available? = 35
• How Do the Options Relate to Different Goals? = 37
• 5. Choosing Performance／Authentic Assessments／Projects = 45
• Are Performance Assessments the Most Natural Form of Assessment? = 46
• How Can I Juggle the Competing Demands of Fidelity to Instruction, the Need for Information, and the Simple Requirements of Time and Effort? = 47
• How Can Strong Performance Assessments Be Constructed? = 48
• Where Do I Go Next in the Process? = 51
• How Do I Grade and Communicate the Results Back to the Students? = 52
• What About Students Working in Groups? = 53
• 6. Using Multiple Choice and Other Objective Measures = 54
• When Are Multiple-Choice Items Useful? = 54
• How Do You Write Good Multiple-Choice Items? = 60
• How Do Short-Answer Items Compare With Multiple- Choice Items? = 62
• How Do I Write Good Short-Answer Questions? = 63
• 7. Using Essays and Reports = 65
• When Are Essays and Reports the Best Way to Assess? = 65
• What Are Good Questions／Prompts／Tasks／Assignments for Reports and Essays? = 67
• How Many Essays Should Be on a Test, and How Long Should They Be? = 69
• On an Essay Test, Should Topics Be Communicated in Advance? = 70
• What Do Good Assignments for Reports Look Like? = 71
• 8. Incorporating Affective and Related Ideas = 75
• Is Counting Participation Fair? = 75
• Is It Really Participation That We Want? = 76
• What About Students Who Are Shy or Whose Culture Discourages Speaking Up? = 78
• How Can I Make Sure That I'm Not Playing Favorites? = 79
• How Should Student Classroom Participation Be Counted? = 80
• What About Students Who Are Working As Hard As They Can or Up to Their Potential? = 81
• What About Students Who Make a Big Improvement? = 84
• 9. Preparing Students for Assessments = 86
• What Is Teaching to the Test, and Is It Necessarily Bad? = 86
• What Should the Goal of Student Preparation Be? = 91
• What Is the Best Way to Get Students Ready for a Test? = 92
• How Do Classroom Assessments Relate to Standardized Assessments? = 93
• How Can I Get Students to Really Work on the Topics That Are Important and Not Study Material That Is Less Important? = 94
• 10. Scoring and Communicating Results = 96
• What Are Some General Rules for Scoring and Grading? = 96
• What Are Rubrics, and How Are They Developed? = 99
• How Are Target Essays Used in Scoring? = 100
• How Many Points Should an Assessment Be Worth? = 101
• How Should Levels of Performance Be Set? = 102
• What Should Go on a Paper, and What Else Should I Do to Communicate Results? = 105
• 11. Planning Parent-Teacher Conferences = 107
• Why Are Parent-Teacher Conferences Important? = 108
• What Is the Goal of a Parent-Teacher Conference? = 111
• What Should Be Included, What Should Be Avoided? = 112
• How Do I Handle Really Difficult Cases? = 113
• What About Parents Who Don't Show? = 113
• When and How Should I Send a Special Communication Home? = 114
• 12. Assessing Students With Special Needs = 115
• How Can Students With Special Needs Be Assessed With the Rest of the Class? = 115
• What Standards Are Appropriate for Classified Students? = 116
• Do Different Assessments Have to Be Developed? = 117
• Do Different Scoring Standards Have to Be Used? = 118
• 13. Seamless Integration of Goals, Instruction, and Assessment = 120
• Where Do I Go From Here? = 120
• References = 122
• Index = 125