This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making. To become better teachers then, teachers must learn to make informed decisions about both individual students (learning decisions) and about groups of students (teaching decisions). This book gives equal status to both types of decisions and shows how assessment is integral to both.
The organization of the book is sequential, mirroring the way in which information should be used to make decisions. It begins with a conceptual framework linking information to decision making, then moves to the design of assessment instruments and the collection of assessment information, then to the interpretation of assessment information and, finally, to reporting the results of both the assessment and the decision-making process. There is an emphasis throughout on linking why teachers assess with what and how they assess. Other key features include:
* Practical Framework -- The book's framework corresponds to the framework that teachers use to grade their students: conduct (classroom behavior), effort (student motivation), and achievement (student learning).
* Unique Chapters -- There are separate chapters on interpreting assessment information prior to decision making and on reporting assessment information to parents, teachers, and administrators.
* Flexibility -- Because of its modest length and price, and its practical focus on the links between assessment and everyday teacher decision making, this text can be used either in full-length assessment courses for teachers or to teach the assessment units in educational psychology or integrated methods courses.
"The book is based on the belief that decision making is perhaps the most critical of all teaching skills, and that good assessments lie at the core of good decision making….The book gives equal status to both types of decisions [learning and teaching] and shows how assessment is integral to both….The single chapters on interpreting assessment information prior to decision making and on reporting assessment information to parents, teachers and administrators are separate and unique."
—Zentralblatt fur Didaktik der Mathematik
"This text provides an excellent reference tool for the often perplexing and overwhelming concept of classroom assessment, providing a solid foundation for both preservice and inservice teachers….The text also includes information on how to report the results. By providing a well-rounded view of assessment, this text can help teachers understand, use, and articulate the types of assessment they are often required to perform. Finally, it helps teachers to understand that assessment is not the final phase of learning, but rather an integral piece of the learning puzzle."
"I read the Anderson manuscript on assessment and think it is excellent. The book is very well written. The logic of the Anderson organization should make it easier for beginners to come to grips with assessment concepts and processes and relate them more quickly to what they do as classroom teachers. Unfortunately, most teachers see assessment not as part of decision making or something that makes them a better teacher, but something they have to do to grade students and please parents or administrators."
Central Connecticut State University
Contents: Preface. Introduction to Classroom Assessment. The Why, What, and When of Assessment. Assessing Achievement Using Selection and Short-Answer Tasks. Assessing Student Achievement Using Extended Response and Performance Tasks. Assessing Student Classroom Behavior and Effort. Interpreting Assessment Results. Grading and Other Decisions. Communicating Assessment Results.