Assessment of Student Achievement

Gavin T. L. Brown

• Publisher: Routledge
• Year: 2017
• ISBN:
  9781351667111
• Edition: 1
• Topic: Education
• Subtopic: Educational Psychology

Assessment is a concept familiar across the field of education and is inherent to the work of professors, administrators, teachers, researchers, journalists, and scholars. A multifaceted and politically charged topic, assessment ranges from informal interactions with learners in classrooms to systematic high-stakes testing and examination. Written by a leading expert on assessment, this book situates the topic within the broader context of educational psychology research and theory and brings it to a wider audience. With chapters on the fundamentals of assessment, explanations of its uses, and advice for best application, this concise volume is designed for any education course that includes assessment in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.

Index

Note: Italicized page numbers indicate a figure on the corresponding page. Page numbers in bold indicate a table on the corresponding page.

academic performance and feedback 83

accuracy of scoring 34

adaptive conceptions of assessment 9

age equivalent scores 122

American AP Studio Art evaluation 49

analytic rubric 31–3

‘approximate’ basis in scoring 103

assessment-like interactions 26

assessments: assumptions of 20–6; authentic assessment 50–6; challenges of 48–50; computer assessments of essays 37; conceptions of 2, 4, 5–10; ego-protective approach to 85; essay question assessment/test 18, 42–4; formative assessment 7, 26, 27–8, 32–3; fundamental goals of 4; introduction to 1–3; as learning 16; for learning 57; overview of 3–5; standardised tests 116, 119; student involvement in assessments 57–66; summary of 10–12; summative assessment 7–8, 26–8, 32; see also classroom assessment; evaluations; objectively scored assessments; scores/scoring assessments; self-assessment; tests/testing

assessment theory 3

authentic assessment 50–6

Authentic Assessment Toolbox 54

autonomy of students 61

‘best’ answer 95

biased scoring 26

binary-choice questions 99, 99–102, 100, 101

chance-adjusted correlation 34

check-marking 40

child-centred concerns 84

class-generated criteria 64–5

classical test theory 113

classroom assessment: authentic assessment 50–6; error in human judgements 36–41; essays and 42–4; exemplar and 35–6; introduction to 9, 12, 29; portfolio assessment 44–50; rubrics and 29–35; small-scale marking in classrooms 39

cognitive skills and teaching 90

complex processing 15

computer assessments of essays 37

computer-based testing 101

conceptions: adaptive conceptions of assessment 9; of assessments 2, 4, 5–10

Confucian approaches to learning 7

consistency of scoring 34

constructed response item formats 102–6

content knowledge of teachers 16

correlation: of agreement 43; chance-adjusted correlation 34; degrees of 113; inter-item correlations 114; inter-rater correlations 35; between markers 34; self-evaluations vs. test score ratings 60; split-half inter-item correlations 114

correlations: total score correlations 114

criterion referenced int...

Table of contents

• Cover
• Title
• Copyright
• Contents
• One: Purposes and Functions of Assessment
• Two: Embedding Assessment Within Curriculum, Teaching, and Learning
• Three: Classroom Assessment—Teacher Judgement
• Four: Involving Students in Assessment
• Five: Feedback, Grading, and Reporting
• Six: Objectively Scored Assessments
• Seven: Scores and Statistics
• Glossary
• References
• Index