Mastering Assessment: A Self-Service System for Educators, 2/e (hereafter referred to as MA) is a set of 15 booklets intended to be the grist for a wide variety of professional development programs focused on educational assessment. Each of the MA booklets was deliberately written to permit a one- sitting or two- sittings reading by busy educators. The resultant brevity of the MA booklets, coupled with their being provided as separate documents, is intended to provide users of the MA system with considerable latitude in determining how best to use the booklets. A Facilitators Guide is available to guide educators in using the 15 booklets in their professional development programs and can be downloaded at no additional charge from Pearsons Instructor Resource Center.
Mastering Assessment boxset incudes: * Appropriate and Inappropriate Tests for Evaluating Schools * Assessing Students Affect * Assessing Students with Disabilities * Assessment Bias: How to Banish It * Classroom Evidence of Successful Teaching * College Entrance Examinations: The SAT and the ACT * Constructed-Response Tests: Building and Bettering * How Testing Can Help Teaching * Interpreting the Results of Large-Scale Assessments * Portfolio Assessment and Performance Testing * Reliability: What Is It and Is It Necessary? * Selected-Response Tests: Building and Bettering * The Role of Rubrics in Testing and Teaching * Test Preparation: Sensible or Sordid? * Validity: Assessments Cornerstone
Assessing Students Affect What Is Affect? One Coin in Curriculums 3-Coin Fountain Potentially Assessable Affective Targets Why Assess Affect? A Three-Part Strategy for Assessing Students Affect Self-Report Inventories Anonymity: An Imperative Four Anonymity-Enhancement Tactics Group-Focused Inferences Only Building Your Own Affective Inventories Likert Affective Inventories Multifocus Affective Inventories Confidence Inventories Appropriate and Inappropriate Tests for Evaluating Schools The Emergence of Test-Based Accountability A Source of National Pride The Arrival of ESEA A Profession Sleeps What Can Be Done? Two Types of Instructionally Insensitive Tests Traditionally Constructed Standardized Achievement Tests In Pursuit of Score-Spread Linking Items to Suitably Spread Variables Standards-Based Tests Built for a Particular State Instructionally Sensitive Accountability Tests A Manageable Number of Extraordinarily Significant Curricular Aims Succinct, Teacher-Palatable Assessment Descriptions Reports for Each Curricular Aim for Individual Students Instructionally Meaningful Reports A Continuum of Instructional Sensitivity College Entrance Examinations - The SAT and the ACT The Role of College Entrance Tests A Fixed-Quota Quandary Predictive Power A Crucial Insight Plain Talk about the SAT and the ACT Major Differences and Similarities: An Overview The SAT: Background and Description The ACT: Background and Description Mission-Governed Test Making Interpreting the Results of Large-Scale Assessments What Makes a Test Standardized? Score Interpretation Two Interpretive Frameworks Sometimes a Choice of Interpretations Percentiles Grade-Equivalent Scores Scale Scores Comparing Three Score-Interpretation Methods Accuracy Estimates Validity: Assessments Cornerstone What is Assessment Validity? Score-Based Inferences Words and Meanings Validity Evidence Content-Related Evidence of Validity Webbs Alignment Approach Content-Related Evidence of Validity for Large-Scale Tests Content-Related Evidence of Validity for Classroom Tests Criterion-Related Evidence of Validity Construct-Related Evidence of Validity Constructed-Response Tests: Building and Bettering Payoffs and Perils of Constructed-Response Items Payoffs Perils Rules for Item Generation General Item-Development Commandments Short-Answer Items Essay Items Bettering Constructed-Response Items Scoring Responses to Essay Items How Testing Can Help Teaching High-Stakes Tests Test Influenced Instructional Decisions Preassessment En Route Assessment and a Potentially Potent Process Postassessment Too Much Time and Too Much Trouble? Grain Size How Many Suitably-Sized Curricular Aims? Tests as Curricular Clarifiers Selected-Response Tests: Building and Bettering Payoffs and Perils of Selected-Response Items Efficiency and Coverage Overbooking on Memory-Focused Items Rules for Item Generation General Test-Development Commandments Binary Choice Items Matching Items Multiple Choice Items Improving Selected-Response Items Judgmental-Based Improvements Empirically-Based Improvements Assessment Bias: How to Banish It The Nature of Assessment Bias Offensiveness Unfair Penalization Inference Distortion Disparate Impact: A Clue, Not a Verdict Three Common Sources of Assessment Bias Racial/Ethnic Bias Gender Bias Socioeconomic Bias, Assessments Closeted Skeleton Bias Detection Judgmental Approaches Empirical Approaches Test Preparation: Sensible or Sordid? Forensics of Fraud Long-Standing Pressures to Raise Test Scores Malevolence or Ignorance? Tawdry Accountability Tests The Professional Ethics Guideline The Educational Defensibility Guideline Common Test-Preparation Activities Teaching to the Test Assessing Students with Disabilities Must Students with Disabilities be Assessed on the Same Curricular Aims as Other Students? A Mini-History of Pertinent Federal Law Identical Curricular Aims Federal Law and Courtroom Rulings Accommodations Not Altering Whats Being Measured The CCSSO Accommodations Manual Appropriate Expectations for Students with Disabilities Reducing Expectations Unaltered Expectations A Personal Opinion Reliability: What Is It and Is It Necessary? Consistency, Consistency, Consistency Reliability and Validity Categories of Reliability Evidence Score Consistency and Classification Consistency Correlation-Based Reliability Score Consistency Classification Consistency Stability Reliability Alternate-Form Reliability Internal Consistency Reliability The Standard Error of Measurement: A Terrific Tool for Teachers Portfolio Assessment and Performance Testing Portfolio Assessment Performance Tests Performance Assessment Defined Task Identification Two Qualitative Concerns A Capsule Judgment About Portfolio Assessment and Performance Tests The Role of Rubrics in Testing and Teaching Whats In a Name? When To Use a Rubric? Why Use a Rubric? Whats In a Rubric? Evaluative Criteria Quality Distinctions for the Evaluative Criteria Application Strategy An Unwarranted Reverence for Rubrics Rubrics - The Rancid and the Rapturous Hypergeneral Rubrics Task-Specific Rubrics Skill-Focused Rubrics Judging Rubrics Varied Formats, Qualitative Differences A Rubric to Evaluate Rubrics Classroom Evidence of Successful Teaching A Professionals Responsibility Countering Flawed School Appraisals Cross-Sectional versus Longitudinal Evaluation Designs Evidence-Enhancing Evaluative Procedures The Importance of Pretesting Students Blind Scoring Nonpartisan Scoring The Split-and-Switch Design Implementing a Split-and-Switch Design Strengths and Cautions