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CHAPTER 1 Classroom Decision Making and Using AA01_BROO6495_07_SE_FM.indd01_BROO6495_07_SE_FM.indd PagePage xiixii 11/21/1311/21/13 7:207:20 PMPM f451f451 ~~/Desktop/21:11:13/BROOKHART_PH01411_203/Desktop/21:11:13/BROOKHART_PH01411_203 Preface As for the previous editions, the goal of Educa- the book is a comprehensive treatment of tradi- tional Assessment of Students, Seventh Edition, is to tional and alternative assessments, we give exam- help teachers and those in training to teach to ples, discuss the pros and cons, and give guidance improve their skills through better assessment of for crafting every assessment technique that we students. It focuses directly on the professional introduce. Research is cited that supports or practices of elementary and secondary school- refutes assessment and teaching practices. teachers. This edition features: The text prepares teachers and those in train- ing to teach as professionals. We recognize that ■ A continued strong emphasis on classroom teachers’ experiences and judgments are neces- assessment, both formative and summative. sary for proper and valid use of educational ■ Complete coverage of the basics as well as assessment. We do not hesitate to point out teach- advanced topics and topics of contemporary ers’ and school administrators’ erroneous judg- interest. ments and assessment abuses, however, where ■ Practical advice and examples of how good good lessons can be learned from them. and poor classroom assessments affect stu- dents’ learning. NEW AND REVISED CONTENT Educational Assessment of Students is a core text In preparing this edition, we made a special effort written for a first course in educational testing and to make it easy for the reader to apply the mate- constructing classroom assessments, and it serves rial to classroom practice through improved equally as the textbook for an undergraduate course explanations, improved practical examples and or a first graduate course in educational assess- illustrations, checklists, and step-by-step, how-to ment. No formal coursework in statistics or college instructions. As with previous editions, we have mathematics is necessary to understand the text. written the text from the viewpoint that assess- The book provides complete coverage of edu- ment is part of good teaching practice that helps cational assessment, including developing plans the teacher improve students’ learning. Material that integrate teaching and assessment; using for- new to the seventh edition includes: mative assessment strategies and providing effec- tive feedback to students; crafting objective, 1. A new chapter ( Chapter 8 ) on Providing For- performance, and portfolio assessments; evaluat- mative Feedback and expanded coverage of ing students and discussing evaluations with par- Formative Assessment ( Chapter 7 ), including ents; and interpreting state-mandated tests and a section on Feedback for English Language standardized achievement tests. Learners. It is important in a first course that students 2. Expanded coverage of the role and use of receive a balanced treatment of the topics. Because technology in assessment, throughout the xii AA01_BROO6495_07_SE_FM.indd01_BROO6495_07_SE_FM.indd PagePage xiiixiii 11/21/1311/21/13 7:207:20 PMPM f451f451 ~~/Desktop/21:11:13/BROOKHART_PH01411_203/Desktop/21:11:13/BROOKHART_PH01411_203 PREFACE xiii chapters but especially in Chapters 6 , 11 , 13 , calculating reliability coefficients for instruc- and 16 . tors and students interested in a more quanti- 3. Updated information on the Common Core tative approach than the text provides. State Standards (CCSS), throughout the text and especially in Chapter 2 (Describing the ACKNOWLEDGMENTS Goals of Instruction) and Chapter 16 , which contains a summary of current plans of the A project of this magnitude requires the help of two state consortia working on the assess- many persons. We are very much indebted to the ment of the CCSS and the two consortia reviewers whose critical reading contributed working on alternative assessments of the greatly to the technical accuracy, readability, and CCSS. pedagogy of the seventh edition: Kathryn Anderson Alvestad, University of Maryland, College Park; 4. Expanded treatment of Learning Progressions Heidi Legg Burross, University of Arizona; Marianne in Chapter 7 . Robin Russo, Florida Atlantic University; Charles 5. Updated and expanded treatment of Standards- L. Thomas, George Mason University; and Tary Based Report Cards in Chapter 1 5 . L. Wallace, University of South Florida, Sarasota- 6. A new section on Student-Led Parent Confer- Manatee. Special thanks go to Janet Carlson and ences in Chapter 15 . Jessica Jonson, Buros Center for Testing; to Leslie 7. Up-to-date discussion of published achieve- Lukin, Lincoln Public Schools; to Gail McGregor, ment tests (including a new section on bench- University of Montana; and to Michael J. Young, mark and interim assessments in Chapter 16 ), Pearson Assessment. scholastic ability tests, and vocational interest We would also like to thank the reviewers for inventories. the second, third, fourth, fifth, and sixth editions: 8. Update of websites related to assessment in Peter W. Airasian, Boston College; Lawrence most chapters. M. Aleamoni, University of Arizona; Carol E. Baker, University of Pittsburgh; W. L. Bashaw, University of Georgia; Gary Bingham, Georgia SPECIAL FEATURES State University; Pamela Broadston, University of The following special features highlight the prac- Arkansas at Little Rock; Deborah Brown, West ticality of this text: Chester University; Marcia Burell, SUNY Oswego; Alice Corkill, University of Nevada at 1. Examples of how to craft classroom assess- Las Vegas; Lee Doebler, University of Monte- ments and what they typically look like. vallo; Leonard S. Feldt, University of Iowa; Terry 2. Checklists with succinct tips for evaluating Fogg, Minnesota State University; Betty E. Gridley, the quality of each type of assessment taught Ball State University; Gretchen Guiton, Univer- in the book. sity of Southern California; Anthony E. Kelly, 3. Strategies for assessing higher-order thinking George Mason University; Jin-Ah Kim, Illinois State that serve as models and descriptions for University; Thomas M. Haladyna, Arizona developing problem-solving and critical- State University; Charles Hughes, Pennsylvania thinking assessments. State University; Louise F. Jernigan, Eastern 4. Key concepts that serve to introduce each Michigan University; Suzanne Lane, University chapter. of Pittsburgh; Robert Lange, University of Central Florida; Robert W. Lissitz, University of 5. Important terms and concepts listed at the Maryland; Nancy Martin, University of Texas– beginning of the chapter and defined in both San Antonio; Craig Mertler, Bowling Green State the chapter’s text and in a glossary. University; William P. Moore, University of 6. End-of-chapter exercises that let students Kansas; Pamela A. Moss, University of Michigan; apply their learning to practical situations Robert Paugh, University of Central Florida; and an appendix with answers to even- Susan E. Phillips, Michigan State University; numbered exercises. Bruce Rogers, University of Northern Iowa; John 7. Appendixes of statistical concepts with Shimkanin, California University of Pennsylvania; spreadsheet applications and tutorials for William M. Stallings, Georgia State University; AA01_BROO6495_07_SE_FM.indd01_BROO6495_07_SE_FM.indd PagePage xivxiv 11/21/1311/21/13 7:207:20 PMPM f451f451 ~~/Desktop/21:11:13/BROOKHART_PH01411_203/Desktop/21:11:13/BROOKHART_PH01411_203 xiv PREFACE Hoi K. Suen, Pennsylvania State University; the Instructor’s Manual for the fourth edition. To James S. Terwilliger, University of Minnesota; all of these persons, and others we have failed to Michael S. Trevisan, Washington State Univer- mention, we offer our most sincere thanks and sity; Anthony Truog, University of Wisconsin– appreciation. Whitewater; Kinnard White, University of North We are grateful for permission to use checklists Carolina; Richard Wolf, Teachers College, Colum- and examples that Anthony Nitko originally pub- bia University; and David R. Young, State Uni- lished with colleagues Harry Hsu and Maury versity of New York–Cortland. Lindvall. Specifically, the checklists for evaluat- We thank our students at the School of Educa- ing the quality of a test blueprint ( Chapter 6 ), tion, University of Pittsburgh; the School of Edu- multiple choice items ( Chapter 10 ), matching cation, Duquesne University; the College of exercises ( Chapter 10 ), and essay items ( Chapter Education, University of Arizona; the Curricu- 11 ) and the example in Figure 6.4 originally lum Development and Evaluation Centre, appeared in A. J. Nitko and T-C. Hsu, Teacher’s Botswana Ministry of Education; teachers work- Guide to Better Classroom Testing: A Judgmental ing with the Jamaica Ministry of Education; teach- Approach , 1987, Pittsburgh, PA: Institute for Prac- ers and assessors at the Examination Development tice and Research in Education, School of Educa- Center, Indonesia Ministry of Education and Cul- tion, University of Pittsburgh. The examples in ture; and trainers with the Integrated Language Figures 13.4, 17.4, and 17.12 originally appeared Project in Egypt, who used the second, third, and in C. M. Lindvall and A. J. Nitko, Measuring Stu- fourth editions. They provided insightful feed- dent Achievement and Aptitude ( Second Edition), back and corrections of errors that have greatly 1975, New York: Harcourt Brace Jovanovich. improved the usefulness of the text. Francis Special
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