Classroom Assessment in the Real World

Bruce B. Frey, PhD, is an award-winning researcher, author, teacher, and professor of educational psychology at the University of Kansas. He is the editor of The SAGE Encyclopedia of Educational Research, Measurement and Evaluation and the SAGE Encyclopedia of Educational Design. In addition to being the lead author for The Statistics for People Who (Think They) Hate Statistics series, his books for Sage include There’s a Stat for That!, and 100 Questions (and Answers) About Tests and Measurement. He also wrote Statistics Hacks for O’Reilly Media. In his spare time, Bruce leads a secret life as Professor Bubblegum, host of a YouTube channel and Echo Valley, a podcast that celebrates bubblegum pop music of the late 1960s. The show is wildly popular with the young people.

The conversational style of the writing makes the topics of classroom assessment approachable. This book is a great resource for both teacher candidates and classroom teachers.

• PrefaceAcknowledgmentsAbout the AuthorChapter 1: Everything You Wanted to Know about Classroom Assessment (but didn’t know to ask)How Chapter 1 Fits in Our Instructional StrategyClassroom Assessment Then and NowChoose Your Own PathFair and JustValidity And ReliabilityLooking Back in This ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 2: Choose Your Own Path: Who are you?How Chapter 2 Fits in Our Instructional StrategyDefining Your Assessment PhilosophyBloom’s TaxonomySocial Justice and EquityUniversal Design or Accommodations (or Both?)Looking Back in This ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 3: Working Backwards: Connecting Learning Objectives and AssessmentHow Chapter 3 Fits in Our Instructional StrategyThe SystemBloom’s TaxonomyLearning ObjectivesBackward DesignChoose Your Own PathFair and JustLooking Back in This ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 4: The Power of Formative Assessment: Feedback that Increases LearningHow Chapter 4 Fits in Our Instructional StrategyFormative AssessmentChoose Your Own PathFormative Assessment is Different from the Other GuysHow to Do ItWhat Informal Formative Assessment Looks Like in the ClassroomWhat Formal Formative Assessment Looks Like in the ClassroomFormative Assessment LandFair and JustAssessing the AssessmentLooking Back in This ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 5: Choosing the Right Answer: Multiple-Choice Questions and Stuff Like ThatHow Chapter 5 Fits in Our Instructional StrategyFollowing TraditionNo Judgment HereItem FormatsAnalyzing Multiple-Choice ItemsTable of SpecificationsChoose Your Own PathFair and JustAssessing the AssessmentLooking Back in This ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 6: Building the Right Answer Constructed-Response ItemsHow Chapter 6 Fits in Our Instructional StrategyBuilding an AnswerWhat Constructed-Response Items Look LikeEssay Tests and Writing AssignmentsChoose Your Own PathRubricsHow to Make a RubricFair and JustLooking Back in This ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 7: Performance-Based Assessment What Can Your Students Do?How Chapter 7 Fits in Our Instructional StrategyAssessing AbilityWhat is Performance-Based Assessment?How and When to Use Performance AssessmentChoose Your Own PathFair and JustPortfoliosWhat Performance-Based Assessment Looks Like in the ClassroomAssessing the AssessmentLooking Back in This ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 8: Authentic Assessment Keeping it RealHow Chapter 8 Fits in Our Instructional StrategyIn Search of “Authentic” AssessmentWhat Authentic Assessment Looks Like in the ClassroomChoose Your Own PathFair and JustAssessing the AssessmentLooking Back in This ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 9: One for All and All for One: Universal DesignHow Chapter 9 Fits in Our Instructional StrategyOne Test that Works for AllA Brief History of AccessibilityDesigning Universal DesignAccommodations and Alternate AssessmentsFair and JustChoose Your Own PathWriting Universally Designed TestsThe Nuts-and-Bolts and the Nitty-GrittyAssessing the AssessmentLooking Back in this ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 10: Classroom Assessment Online and OnscreenHow Chapter 10 Fits in Our Instructional StrategyOnline AssessmentFirst, the Bad NewsBut, Now the Good News!How to Think about Online AssessmentThere’s an App for ThatItem Analysis OnlineFancy Item TypesFair and JustTechnology and Authentic AssessmentChoose Your Own PathLooking Back in this ChapterListening to TeachersQuestions with No Wrong AnswersKey Terms in this ChapterChapter 11: Keeping Score Math and StuffHow Chapter 11 Fits in Our Instructional StrategyCreating ScoresDescriptive StatisticsWhat’s Normal Anyway?Working with Real Data in the ClassroomChoose Your Own PathFair and JustLooking Back in This ChapterQuestions with No Wrong AnswersKey Terms in this ChapterChapter 12: Making the GradeHow Chapter 12 Fits in Our Instructional StrategyPhilosophies of GradingChoose Your Own PathValidity and Reliability of GradingStandards-Based GradingGrading and the Different Approaches to AssessmentTalking with ParentsFair and JustGrading PlansLooking Back in This ChapterQuestions with No Wrong AnswersKey Terms in this ChapterChapter 13: Standardized TestsHow Chapter 13 Fits in Our Instructional StrategyStandardized TestsHow Standardized Tests Are BuiltValidity and Reliability of Standardized TestsInterpreting Standardized Test ScoresTalking to Parents about Standardized Test ScoresStatewide Standardized TestsEthics of Preparing Students for Standardized TestsFair and JustLooking Back in This ChapterQuestions with No Wrong AnswersKey Terms in this Chapter