Read Microsoft Word - assessment050506.doc text version

ASSESSMENT

These materials belong to Chicago State University and can be accessed by contacting the person in charge of the room they are in, or through the Teachers' Writing & Resource Center, ED 111 As of 4/22/06 The following materials are available in the Other subjects section of the Teacher Quality Enhancement library, third bookcase from left in ED 205

Ability to perform a task or a skill p72. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Accountability p24-25 IN No child left behind: A toolkit for teachers. U.S. Department of Education, 2003 Accountability-assessment and evaluation lecture Accountability is essential p94-95. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al The ACT assessment sample test booklet and answer document. American College Testing Program, 1996. English test Mathematics test Reading test Science reasoning test ACT VRII Answers & explanations. Kaplan ADELE-assessment database for educational learning experiences. Chicago State University, 1/19/05. Adjustable assignments grid for use by teachers to record data bout student readiness levels (form). P63 IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Aligning assessment with learning goals. Nielsen, Natalie. P47-8. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Alternative assessment strategies p20 IN Multicultural education: The magazine of the National Association for Multicultural Education 3 (2), Winter, 1995 Alternative assessment techniques for reading & writing. Miller, Wilma H. Center for Applied Research in Education, 1995 Advantages of using informal assessment devices p5 Assessing competencies and weaknesses in reading p15-372 Brief case summaries p7-14 Chris p7-9 Definition of assessment and evaluation as used in this handbook p2 Definition of informal assessment and evaluation p3 Definition of integrating assessment with instruction p4 Definition of literacy as used in this handbook p1 Description of visual-perception ability p21-27 The future of informal assessment devices p6 The importance of being an expert "kid-watcher" or observer of children's behavior p18-20 Importance of integrating assessment with instruction p4 Importance of language development to success in literacy p20-21 Informal visual-perception test p24 Limitations of using informal assessment devices p5 Language development checklist p21-22 Literacy strengths p7, 10 Literacy weaknesses p7, 10 Matt p10-14 The practical help this book offers pvii-xii Strategies for improving visual-perception ability p23 Suggestions for Chris's corrective remedial literacy program p8-9 Suggestion for Matt's corrective remedial literacy program p12-14 Using checklists and other informal devices to assess competencies and weaknesses in visual perception ability, emergent literacy skills, word-identification skills, and oral reading p17-71 Using informal devises in assessing reading and writing ability p1-14

Alternatives to MC Applying Bloom's taxonomy to art assessments. Artisitic Assessment. Art short answer task assessment. Teaching Art. The art of equitable assessment p72-95 IN The art of classroom management: Effective practices for building equitable learning communities. McEwan, Barbara. Merrill, 2000 Article evaluation worksheet (student sample). Carter, J., Spendel, V., Culham, R. Assessing and evaluating student performance p305-336 IN Teaching and learning in the elementary school. 7th ed. Jarolimek, John, Foster, Clifford D., Sr., and Kellough, Richard D. Merrill Prentice-Hall, 2001. Assessing as part of learning: Assessment samples. Maki, Peggy and Green, Ruth. Assessment of classroom participation Designing and grading oral communication assignments Writing assessment: George Mason Writing Assignment Group. Assessing infants and preschoolers with special needs (3rd ed.). McLean, Mary, Wolery, Mark & Bailey, Donald B., Jr. Pearson, 2004 Assessment and its importance in early intervention/early childhood special education p1-21 Assessing family resources, priorities, and concerns p172 Family diversity, assessment, and cultural competence p71-99 Identification and referral p100-122 Procedural considerations in assessing infants and preschoolers with disabilities p45-70 Screening and assessment of sensory functioning p123-171 Tests and test development p22-44 Assessing personal qualities p254-256. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 Assessing student learning--and my teaching--through student journals. P31-33. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Assessing student understanding with interactive-collaborative-electronic learning logs. Hickman, Paul. P24-27. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Assessing students with special needs (6th ed.) McLoughlin, James A. & Lewis, Rena B. Pearson, 2005. Answers to review questions p613-616 Assessment for transition education and planning. Johnson, John R. p580-612 Assessment of academic areas p347-528 Assessment of general performance areas p183-346 The assessment process p32-56 Assessment skills for special educators p57-182 Classroom behavior p304-346 Curriculum-based classroom assessment techniques p156-182 Early childhood assessment. Hall, Laura J. p548-579 Glossary p617-621 Informal assessment p120-155 Introduction to special education assessment p1-56 Learning aptitude p226-265 Mathematics p398-3439 Oral language and bilingual assessment p484-528 Parent and family involvement. Lynch, Eleanor W. p530-547 Reading p348-397 References p622-652 School performance p184-225 Selection of assessment tools p58-87 Special considerations p529-612 Special education assessment p2-31 Specific learning abilities and strategies p266-303 Standardized tests p88-119 Written language p440-483 Assessing students with special needs (3rd ed.). Venn, John J. Pearson, 2004 Assessing general performance p179-432 Assessing intelligence p181-224 Assessing perception, learning styles, and motor proficiency p273-302 The assessment process p1-82 Assessment concepts and skills p83-178 Defining and describing the assessment of students with special needs p3-24

Developmental assessment p225-272 Inclusive assessment p55-82 Practical measurement concepts p85-116 Selecting and using assessment instruments p143-178 Steps in the assessment process p25-54 Test scores and what they mean p117-142 Assessing the learner P37-56. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Assessing the outcomes of computer-based instruction: the experience of Maryland P82-84. IN Technological Horizons in education Journal (T. H. E.): Curriculum integration Vol. 20, No. 2, September 1992 Assessing the quality of any Internet information source P52-84. IN Authoritative guide to evaluating information on the internet Cooke, Alison Neal-Schuman Publishers, Inc. Assessing your cultural expectations p34-41. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 Assessing your culture: naming the differences P129-148. IN Culturally proficient instruction: a guide for people who teach Robins, Kikanza, et Al. Assessing as part of learning: Assessment samples. Maki, Peggy and Green, Ruth. Assessment of classroom participation Designing and grading oral communication assignments Writing assessment: George Mason Writing Assignment Group. Assessing the learner P37-56. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Assessment. Assessment Il teaching standard # 8. Illinois Professional Teaching Standards. Retreived 9/26/02 from http://www.cedu.niu.edu/tedu/ciee/program_development/illinois_teaching _standards.htm Assessment activity rubric. Assessment continuous learning. Bridges, Lois. Stenhouse Publishers. Retreived 2/12/2002 from http://www.stenhouse.com/0048.hmt Assessment IN Elementary education content-area standards. (Matrix.) Assessment. IN Illinois professional teaching standards. From http://www.cedu.niu.edu/tedu/ciee/program_development/illinois_teaching_standards.htm Assessment p11-12. IN Classroom characteristics and practices (literature summary). NW Regional Educational Laboratory. Retrieved 3/27/03 from wysiwyg://83/http://www.nwrel.org/sepd/esp/esp95_1.html Assessment IN Illinois middle level standards. Dec, 2003 Assessment IN Illinois middle level standards (matrix). Retrieved 10/14/03 from http://mlted.ah.siue.edu/standards/standardstable.htm Assessment IN Middle level education content-area standards (draft). 9/20/00 Assessment p116-172 IN Constructivist teaching strategies for diverse middle-level classrooms. Henson, Kenneth T. Pearson, 2004 Assessment and professional development P445-528 IN A resource guide for elementary school teaching: planning for competence 4h ed. Kellough, Richard & Roberts, Patricia L. Merrill, 1998. Assessment artifact/evidence. Grim, N. Chicago State University. The assessment bridge: Positive ways to link tests to learning, standards, and curriculum improvement. Solomon, Pearl G. Corwin Press, Inc. 2000. About this chapter p1, 19, 45, 55 Achieving equity through school choice p29-30 The assessment roadway: How tests tell us what to do p55-80 Assuming leadership p51 Back to basics p14-15 Building new capacity p49 Changing schools in the search for a better future p53-54 The current status of the use of technology in schools p36 Defining and dealing with differences p12

Defining educational standards p22-23 Defining the problem p20-21 Defining the problem: The historical context p1-18 Education beyond the classroom p8 Elementary schools in depression-era New York City p6-7 Extending the time for schooling p31 Friends (drawing). Facing title page Generating ownership ­50 The government response: High-stakes testing p25 History and setting p46 IQ tests and Regents exams p12 My school in Bethel p5 Opportunism and asset-specific investments p48 Providing time for learning and change p52 Proving my point: Giving students choices p13 The research base for technology use p34 School accountability p24 Schools as transmitters of culture p1-3 Schools at the beginning of the 21st Century: Problems and proposed solutions p19-44 Schools in the later 20th Century: A beginning teacher p9-10 Some conclusions about technology in the classroom p41-44 Special education p16 Taking the first steps toward productive change p45-54 Technology for communicating with our public p37-40 Technology in the classroom p33 Time for a good start p32 Time for enrichment p32 Using history as a decision base p17-18 The variables of change p45 Vision and voice p46 What early 20th-century schools were like p4 What the research told us p13 Assessment and instructional decision making p65-74 IN New teacher's performance-based guide to culturally diverse classrooms. Blair, Timothy R. Allyn & Bacon, 2003 Assessment and professional develop P351-352. IN A resource guide for elementary school teaching: planning for competence 5th ed. Kellough, Richard & Roberts, Patricia L. 2002 Assessment handbook: A guide for developing assessment programs in Illinois schools. Illinois State Board of Education. Assessment administration p21-22 Assessment sources p4-5 Alignment p23-30 Assessment types p2-3 Audiences p50 Constructing tests from items p40-41 Deciding what to assess p8 Developing forced-choice assessment procedures p40 Developing local assessment systems p6-7 Developing performance-based assessment procedures p42 Developing scoring scales p43 Developing tasks p42 Ensuring the quality of assessment p13 Establishing assessment schedules p9 Estimating reliability p31-37 Examining and improving fairness p21 Examining and improving validity p16 Examining reliability p16-18 Fairness p20 General selection criteria p38-39 Generalization p49 Identifying assessment purposes/functions p8 Improving reliability p19 Interpreting and using results p49 Interpretation, use, and reporting of assessment results p49-52 Involving staff and other constituent groups p9-10 Local assessment systems p1-12 Multiple sources of information p50 Other important topics p21 Overview of assessment p1

The quality of assessment p13-37 Reliability p16 Reporting results p50 Results for individual students p50 Reviewing the assessment system p11-12 Selecting assessment procedures p38 Selecting assessment types p8 Selection and development of assessment procedures p38-48 Validity p13, 49 Validity criteria p14-15 What is a comprehensive assessment system? What is assessment? P1 Writing your own assessment items p40 Assessment in education reform: Both means and ends. Lissitz, Robert W. & Schafer, William D. Allyn & Bacon, 2002 What role will assessment play in school in the future? Airaisian, Peter W. & Abrams, Lisa M. p50-65 What will teachers know about assessment, and how will that improve instruction? Brookhart, Susan M. p2-17 Where is our assessment future and how can we get there from here? Striggins, Richard J. p18-49 Assessment of learning: formative assessment methods and Bloom's taxonomy. Assessment of student learning p45-47 IN How to develop a professional portfolio: A manual for teachers (3rd ed.) Campbell, Dorothy M., Cignetti, Pamela Bondi, Melenyzer, Beverly J., Nettles, Diane H., and Wyman, Richard M., Jr. Pearson, 2004 Assessment of the program P313-326. IN The school & community relations, 3rd ed. Kindred, Leslie W.; Bagin, Don; Gallagher, Donald R. 1984 Assessment plan for spring 2004 and follow-up for fall 2003. Grim, N. Chicago State University, 1/22/04. Assessment questions and notes. Assessment references. Assessment reporting form. (10 copies) Chicago State University, Spring 2003. Assessment requirements for all elementary majors. July, 1998. Assessment systems: An explanation of the NCATE transition plan. Identifies a timeline for the development and implementation of the major assessments Identifies aspects of the system that address unit operations. Identifies how information technology will be used in the maintenance of the assessment system Identifies the design for the collection, analysis, summarization, and use of data Identifies the major assessments to be used at the stated transition points. Identifies transition points at the unit and/or program level Visits in fall 2002 through spring 2005 Assessment tools to use during the learning p42-44. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Assessments for authentic performances p53-54. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Assignments that work. Attitudes are Author takes on high-stakes tests. Harris, Julia. P43. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Balanced assessment flyer. ASCD. Basics of assessment p74 IN The art of classroom management: Effective practices for building equitable learning communities. McEwan, Barbara. Merrill, 2000 Best practices Bloom-constructed tests p61-67. IN How to improve discussion and questioning practices: Tools and techniques. Schurr, Sandra. National Middle School Association, 2000. Calculating reliability coefficients for classroom tests, attitude assessments, and observations and interviews The case for authentic assessment. Wiggins, Grant. From http://ericae.net/db/edo/ED328611.htm

Checklist for Effective Rubrics Changing teachers, changing Times : teacher's work and culture in the postmodern age. (1994). From Hargreaves,A. Teacher's College press. Professional Development and Practice series Choice words. (product review) Johnston, Peter H. Retrieved 5/17/04 from http://www.stenhouse.com/storefront/scripts/product/ProductView.asp?prodID =0389 Classify attitudes The classroom teacher's guide for working with paraeducators. Dover, Wendy. The Master Teacher, Inc. 2002 Classroom assessment P119-128. IN Inclusion, 450 strategies for success: a practical guide for all educators who teach students with disabilities. Ideas for setting up an inclusive education program, strategies for making accommodations plus practical forms. Hammeken, Peggy A. Peytral Publication, Inc. 2000. A closer look at MC/generalist assessment. National Board for Professional Teaching Standards, 1999. Codes for checklists. Teaching Art. Collaborative analysis of student work: improving teaching and learning. Langer, G.M., Colton, A.B., Goff, L.S. Retreived 5/17/04 from http://www.lasw.org/resources_books.hmtl. Components of Developing Performance Assessments. Association for Supervision and Curriculum Development. Source: Maryland Assessment Consortium. Copyright 1995. Adapted by permission. Comprehensive Assessment Protocol, Comprehensive Assessment Protocol, Becerril, Jose A. Comprehensive evaluation framework: student sample. Comprehensive evaluation framework table. Conceptests. How to use Conceptests p2 [Students using electronic Conceptests on Smartboard] (photographs) p3 Construct: to what extent are scores on the test an indicator of the theoretical construct of interest? Content: extent that our objectives (goals of course-content or process) are represented in the test. Continuing tensions in standardized testing. Haladyna, T., Haas, N., & Allison, J. Childhood Education; Annual Theme, 1998. Cooperative vocational education presentation evaluation instrument, (lesson plan) Create-a-test Creating portfolios. Artisitic Assessment Creating rich contexts for learning. Creative teaching on a budget. Tipton, Janet K. Merril. 2000 Criterion: where interest lies relationship b/t the test you choose and a `criterion' that is suppose to measure the construct or outcome of interest Critical components of assessment p184-188. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 Critique of data collection tool Daily assessment. Daily Tally Sheet. Stuckey, Cheryl 2002. David's Top Twenty Teaching/learning Papers. McConnel 5/202002.

Definition of a portfolio. Description of the major categories in the psychomotor domain. Designing and conducting formative evaluations P157-179. IN The systematic design of instruction. Carey, Lou & Dick, Walter. 1978 Determining learning outcomes and evaluation strategies: cognitive, affective, and psychomotor objectives P19-34. IN Instruction: a models approach. Gunter, Mary Alice & Estes, Thomas H. & Schwab, Jan Hasbrouck. Allyn & Bacon, 1990. Determining what is to be taught: The role of assessment. Cole, Nancy S. p34. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Developmental assessment tasks p576-603 IN Math and science for young children (4th ed.) Charlesworth, Rosalind & Lind, Karen K. Delmar Learning, 2003. Developmental studies center (catalog) K-8. 2002-2003. Discount school supply (catalog) May 2001. Distinguishing among types of validity evidence. Adapted from Classroom assessment for teachers. : Gallagher, J. D. Prentice-Hall, 1998 EAT terminology. Effective scoring rubrics: A guide to their development and use. (5 copies) Illinois State Board of Education, Department of School Improvement Services, School and Student Assessment Section. Analytic vs. holistic p3 Components of an analytical/holistic problem-solving rubric (table) p5 Developmental vs. quantitative p4 Generalizable vs. task-specific p4 How do I use a rubric? P7 [Man looking puzzled] (drawing) p2 [Relationship of instruction, curriculum, improvement activities, assessment systems, and learning outcomes with state goals for learning] (chart) p1 [Teacher, with blackboard and globe] (drawing) p1 What are some examples of performance assessment? P2 What are the characteristics of good scoring criteria? P6 What are the characteristics of various scoring rubrics? P2 What are the components of analytic/holistic scoring rubrics? P5 What is a scoring rubric? P2 What is performance assessment? P2 When are scoring criteria developed? P7 Why are scoring criteria necessary? P6 Elementary and middle school teachers in the midst of reform: common thread cases.(1995). From Bliss,T., Mazur, J., Buzzard, J. Merril, Prentice Hall . Upper saddle , NJ. Enriching assessment: using varied assessments for diverse learners Ensuring students learn: Practice, feedback and assessment (videotape). Mentoring teachers to mastery: Developing the skills of a master teacher series, 3. Peytral Publications, 2000. Establishing performance. Arter, J. Establishing performance criteria. ASCD, 1996. Establishing realistic performance expectations p223-226. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 Evaluating learning and development: observational techniques Evaluating learning through a variety of authentic assessments P57-62. IN Ten best teaching practices: how brain research, learning styles, and standards define teaching competencies. Tileston, Donna Walker. Corwin Press, Inc. 2000 Evaluating test validity Evaluation. Dawson, Judith A. Assessment handbook: a guide for developing assessment programs in Illinois schools. Il State Board of Education, Springfield, IL. Evaluation: What makes a good school (videotape). Evaluation p116-136 IN Constructivist teaching strategies for diverse middle-level classrooms. Henson, Kenneth T. Pearson, 2004

Example assessment plan; yearly assessment plan. Artisitic assessment. Explanation of test scores P55-56. IN The general educator's guide to special education: a resource handbook for all who work with children with special needs. Maanum, Jody L. 2001. Facing--and embracing--the assessment challenge. Damian, Carol. P16-17. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Factor analysis Factors influencing test reliability Failing our kids: Why the testing craze won't fix our schools. Swope, Kathy & Miner, Barbara, eds. Rethinking Schools, 2000. Alternative assessment. Coalition for Authentic Reform in Education p104-105 Alternatives to grade retention. Darling-Hammond, Linda p108-111 Alternatives to standardized testing p96-113 Alternatives to standardized tests. Peterson, Bob & Neill, Monty p96-101 Assumptions behind assessments. Diez, Mary p112-113 At best, silly, at worst, racist. Jackson, Derrick Z. p18-19 Ban early childhood testing. Peterson, Bob p41 [Boy reading large book] (photograph) p3 [Boy struggling to learn] (photograph). Front cover Changing ethics. Sacks, Peter p62-63 Chicago's flunking policy gets an "F." Woestehoff, Julie p28-29 Curiouser and curiouser. Hammond, Linda Darling p45 Dancin' circles. Ferri, Daniel p38-40 The educational costs of standardization. McNeil, Linda p120-125 Failing our kids: An introduction. Swope, Kathy & Miner, Barbara p8-9 The forgotten history of eugenics. Stoskopf, Alan p76-80 [Girl with puzzled look] (photograph). Title page A grim fairy tale. Ellwood, Cynthia & Levine, David. P60-61 A harsh agenda. Wellstone, Paul p13 "High-stakes" harm. Christensen, Linda. P48-51 The jobs of tomorrow. Miner, Barbara p119 MCSA test draws fire. King, Jackie Dee p24-25 My daughter, Child #008458743. Zorn, Jeff. P34 "No" is the right answer. Martin, Eleanor p26-17 One size fits few. Ohanian, Susan p54-57 Origins of the latest testing craze. Miner, Barbara p17 Our nation's past. Jackson, Derrick, Z. p72-73 Parents and students talk back p24-37 Pencils out!. Jackson, Derrick Z. p70-71 Policy and background p114-139 Responding to test-driven reform. Miner, Barbara p118 The rights of parents. Center for Law and Education. P35 Standardized tests: Common questions, an interview. Swope, Kathy p10-12 Standards and multiculturalism. Bigelow, Bill p87-92 Standards and the control of knowledge. Berlak, Harold p93-95 Standards: Decoy or quality control? Hilliard, Asa p64-69 Standards, testing, and race p64-95 The straitjacket of standardized tests. McKenna, Tom p42-44 Students say, "Enough!" Tanzman, Will, p30-31 Teaching about testing. Bigelow, Bill p52-53 Testing and students with disabilities. Center for Law and Education p58-59 The testing craze: An overview p8-23 Testing: Full speed ahead. Miner p114-117 Testing slights multiculturalism. Themba-Nixon, Makani p32 Testing unequal impact. Orfield, Gary & Wald, Johanna. P74-75 Tests from hell. Bigelow, Bill p46-47 Their report card ­ and ours. Portland Area Rethinking Schools p106-107 An untold story of resistance. Stoskopf, Alan p81-86 Views from the classroom p38-63 We object. Cohen, Steve p33 Welcome to measurement, Inc. Glovin, David p20-23 What is the purpose of assessment? Neill, Monty p102-103 What you can do. Miner, Barbara p36-37 Why standardized tests are bad. Meier, Terry p14-16 Finding materials to meaningfully assess students. Herera, Terese and Damian, Carol. P49. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000

Finding out what students know p24-25. IN Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Heacox, Diane. Free Spirit Publishing, 2002. Frames of reference or context in which we interpret scores General guidelines for writing test items Genuine assessment activities p206. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 Grading criteria for an informative presentation.(chart). Quigley, Brooke. From Designing and grading oral communication assignments in New directions for teaching and learning 74:41-49. IN Assessing as part of learning: Assessment samples. Maki, Peggy and Green, Ruth. Guidelines for classroom assessment. Assessing students' literacy development. Helping students learn through multiple assessments and evaluation P360-386. IN Social Studies for the elementary and middle grades: a constructivist approach. Sunal, Cynthia Szymanski & Haas, Mary Elizabeth. 2002. Holistic rubric for scoring class participation. Bean, John & Petersen, Dean. From Grading classroom participation in New directions for teaching and learning 74:33-40. IN Assessing as part of learning: Assessment samples. Maki, Peggy and Green, Ruth. The horse before the cart: Assessing for understanding. Simmons, Rebecca. Educational Leadership 51 (5), Feb. 1994, p22-23 Back on track p24 If students are to develop understanding, assessment must be an ongoing part of instruction p23 No more surprises p24 Using assessment to build understanding p23-24 How can I assess my teaching effectiveness and continue my professional development? P396-428. IN A resource guide for elementary school teaching: planning for competence 5th ed. Kellough, Richard & Roberts, Patricia L. 2002 How do I assess and report student achievement? P353-395. IN A resource guide for elementary school teaching: planning for competence 5th ed. Kellough, Richard & Roberts, Patricia L. 2002 How do teachers measure success? P229-231. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 How scoring and certification work. Retreived 4/6/99 from how scoring and certification work.doc. How scoring and certification work. National Board for professional teaching standards, 1999. How to document the program: Summative evaluation kit (Field test ed.). Elementary school evaluation kit series. Center for the Study of Evaluation, 1974 Administering structured and unstructured interviews p97-99 Anecdotal records p169-171 Checklists p136-140 Coded behavior records p141-148 Constructing questionnaires p66-81 Delayed report methods p149-163 Documentation based on already existing records p116-119 Documentation checksheet p21-34 Documentation of frame factors p19-38 Documentation of program activities p39-51 Documentation points of view p41-48 Evaluation of consistency-with-the-program plan p41-42 Example teacher questionnaire on materials use p35-38 How extensive should the documentation be? P13-18 How to collect documentation data about program activities p49-51 How to conduct a plan-free documentation p167 How to conduct informal observations p123 How to gather periodic reports during the program p55-58 How to gather retrospective reports at the program's conclusion p59-62 How to plan and carry out your own systematic observation procedure p132-163 Hypothesis-generating documentation p172-195 Increasing credibility p100-101 Interviewing staff members p82-101 Methods for documenting program activities: Examination of records p102-119 Methods for documenting program activities: Observations p120-163 Methods for documenting program activities: Staff reports p52-101 Methods of systematic observations p124-126 Observation as a documentation method from the point of view of consistency with a program plan p127-131

Plan-free documentation p164-195 Plan-free evaluation p43-44 Recording interview data p96 Scoring a large number of written reports p63-65 Setting up a record-keeping system p105-115 Soliciting staff reports p53-65 Staff reports p167-168 Theory-based evaluation p45-48 What is program documentation? P7-18 Writing questions for the structured interview p85-88 Writing questions for the unstructured interview p89-95 How to measure achievement summative evaluation kit. CSE Summative evaluation kit, elementary school evaluation kit series. Center for the Study of Evaluation, 1975 Alternative methods for measuring achievement p7-28 Criterion-referenced pretests and posttests accompanying the program p86-88 Determining the quality of a criterion-referenced test p76-81 A few commonly used norm-referenced tests and their publishers p31 Interpreting standard scores p49-70 Locally made criterion-referenced tests p89-114 Locally made vs. purchased tests p8-9 Obtaining criterion-referenced tests p74-75 Ordering tests p45-48 Percentile score graphs: A way of creating local norms and/or displaying results p115-123 Presenting the results of criterion-referenced tests p109-114 Publishers of criterion-referenced tests p73 Purchased criterion-referenced tests p71-88 Purchased norm-referenced tests p29-70 Sensitivity to program objectives p39-44 Some help with test selection p10-28 Standards for assessing level of achievement p7 Step-by-step directions p89-108 Technical quality p32-38 Uses of criterion-referenced tests embedded in programs p82-85 How to select a design, display and interpret results summative evaluation kit. CSE Summative evaluation kit, elementary school evaluation kit series.. Center for the Study of Evaluation, 1975 The before and after design p119-125 A consideration of the evaluator's role in two common evaluation situations p164-174 Control groups p4-8 Design 6: Procedures, analyses and interpretations p118-125 Designs ­ an overview p38-51 Designs 1, 2 and 3: Procedures, analyses and interpretations p52-88 Designs 4 and 5: Procedures, analyses and interpretations p89-117 Displaying data p126-148 The e-group only, time series design p90-112 The educational significance of program effects p86-88 The elements of design p3-37 Epilogue p162-174 A few less basic designs: Use of ANOVA p149-161 Groups p3-14 The nonequivalent control group design p76-85 Posttests p15 The power of a design p21-26 Pretests p16-20 The role of experimental designs in evaluation p162-163 Selecting a design p33-37 Tests other than pretests and posttests p27-32 The time series design with a non-equivalent control group p113-117 Times at which measurements are made p15-32 The true control group, posttest only design p67-75 The true control group, pretest-posttest design p53-66 What program should the control group get? P9-14 Identify the following as being characteristic of crt or a nrt Illinois standards achievement test: Sample reading materials. Illinois State Board of Education Illinois standards achievement test: Sample writing materials, 1999. Illinois State Board of Education

Implementing portfolios and student-led conferences. Williams, Jennifer. P21-23. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Implications of standards-based teaching portfolios for measuring educational quality p20 IN The digital teaching portfolio handbook: A how-to guide for educators. Kilbane, Clare R., & Milman, Natalie B. Allyn and Bacon, 2003 Informal assessment checklist (chart) Instructor's manual to accompany Program evaluation: Alternative approaches and practical guidelines by Blaine R. Worthen, James R. Sanders, Jody L. Fitzpatrick (2nd. Ed). Ives, Dune E., Worthen, Blaine R., & Sanders, James R. Longman, 1997 Adversary-oriented evaluation approaches p46-48 Alternative evaluation approaches: A summary and comparative analysis p52-54 Alternative views of evaluation p34-35 Clarifying the evaluation request and responsibilities p55-59 Collecting, analyzing, and interpreting qualitative information p73-74 Collecting, analyzing, and interpreting quantitative information p70-72 Conducting evaluation of organizations' renewal and training in other settings p81-82 Conducting multiple-site evaluation studies p79-80 Consumer-oriented evaluation approaches p41-43 Dealing with political, ethical, and interpersonal aspects of evaluation p67-69 Evaluating evaluations p77-78 Evaluation's basic purpose p8-29 Expertise-oriented evaluation approaches p44-45 Identifying and selecting the evaluation questions and criteria p62-63 Instructor's guide p5-7 Instructor's manual references p138-139 Management-oriented evaluation approaches p38-40 Objectives-oriented evaluation approaches p36-37 Origins of modern program evaluation p30-31 Overhead transparency masters p83-137 Participant-oriented evaluation approaches p49-51 Planning how to conduct the evaluation p64-66 Recent developments and trends in evaluation p32-33 Reporting and using evaluation information p75-76 Setting boundaries and analyzing the evaluation context p60-61 Integrating standards and assessment strategies into the classroom (PowerPoint presentation). Grim, Nancy C. 2001. Interdisciplinary inquiry in teaching and learning. Martinelllo, M., Cook, EG. (2000). Second Edition. Merril, Prentice Hall Upper Saddle, NJ. Interim attitude/achievement report (format) IN Suggested techniques for classroom management and control. From Teacher smart: 125 tested techniques for classroom management & control, by George Watson; Discipline survival kit for the secondary teacher, by Julia G. Thompson; and Department head's survival guide: Ready-to-use techniques and materials for effective leadership, by Michael D. Koehler. Interpretation of MMT matrices Introduction to Illinois assessment initiatives for bilingual/ESL students. Illinois State Board of Education. Item analysis (e-mail) Item analysis and evaluation procedures Item analysis procedures for norm-referenced classroom tests K-BIT: Kaufman brief intelligence test Kinds of rubrics Learning.... Looking beyond the test: lesson from alternative assessment Making the grade Mathematical writing to inform rubric. Retrieved 2/23/05 from http;//cte.jhu.edu/techacademy/web/2000/heal/rubrics.htm McCarthy scales of children's abilities Record form. The Psychological Corporation, 1970. Measuring educational quality with standardized testing p15 IN The digital teaching portfolio handbook: A how-to guide for educators. Kilbane,

Clare R., & Milman, Natalie B. Allyn and Bacon, 2003 Micro-teaching rubric/checklist. Model for assessment and service delivery to students with limited English proficiency. Council of Chief State School Officers. Model social sciences rubric. Illinois State Board of Education Monitoring and evaluation p13-14. IN Cooperative learning in the secondary school: Maximizing language acquisition, academic achievement, and social development. Holt, Daniel D., Chips, Barbara, and Wallace, Diane. Retrieved 3/31/03 from http://www.ncela.gwu.edu/ncbepubs/pigs/pig12.htm Motivation. McElroy, L.(1999). November 3, 1999 (Example Paper) Multimedia projects in the classroom: A guide to development and evaluation. Green, Timothy D. & Brown, Abbie. Corwin Press, 2002 Multiple measures: accurate ways to assess student achievement. Ardovine, Joan, Hollingsworth, John & Ybarra, Silvia. Corwin Press, 2000. Non-traditional, informal assessments P57. IN IN The general educator's guide to special education: a resource handbook for all who work with children with special needs. Maanum, Jody L. 2001. Notes from concluding plenary session Notes on the validity of educational achievement tests Ongoing assessment p49. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al The Partnership for Lifelong Learning Web Olympics scoring rubric (Table). Performance level assessment (professional portfolio) rubric. Chicago State University, Fall 2003. Portfolio: choice of content. Portfolios and child studies. Portfolio as a mirror: Student and teacher learning reflected through the standards (review). Galley, S. Language Arts 77:121-127, 2000. IN Bibliography [on elementary education]. Lindsey, Bernadette. Annotated Portfolios p50-51. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Portfolios for assessment and instruction. Arter, J. Spandel, V., Culham, R. October, 1994. Portfolios in the classroom: What happens when teachers and students negotiate assessment? Stowell, Laura P. and Tierney, Robert J. p78-96 IN No quick fix: Rethinking literacy programs in America's elementary schools. Allington, Richard L. and Walmsley, Sean A., eds. International Reading Association and Teachers College Press, 1995 A post-test using Bloom's taxonomy p71. IN How to improve discussion and questioning practices: Tools and techniques. Schurr, Sandra. National Middle School Association, 2000. Practical considerations for assessing inquiry-based instruction: Some guidelines for improving student assessment. Straits, William J. & Wilke, R. Russell. Journal of college science teaching 31 (7): 432-435) Pre-assessments p40-42. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Presentation/evaluation guide Presentation evaluation sheet. Process skills assessment rubric. N. Grim, Chicago State University, Spring 2003. Program evaluation: Alternative approaches and practical guidelines (2nd ed.). Worthen, Blaine R., Sanders, James R., & Fitzpatrick, Jody L. Longman, 1997. Adversary-oriented evaluation approaches p137-152 Alternative approaches to program evaluation p61-186 Alternative evaluation approaches: A summary and comparative analysis p171-186 Alternative views of evaluation p61-80 Analyzing the political context for the evaluation p230 Application exercises p23, 33, 52, 79, 95, 106, 117, 134, 151, 168, 185, 213, 242, 267, 306, 339 A brief definition of evaluation p5 Cautions about the alternative evaluation approaches p172-176

Clarifying the evaluation request and responsibilities p191-214 A classification schema for evaluation approaches p78 Collecting, analyzing, and interpreting quantitative information p341-370 Comparative analysis of characteristics of alternative evaluation approaches p178-181 Conditions under which evaluation studies are inappropriate p196-198 Consumer-oriented evaluation approaches p107-118 Contributions of the alternative evaluation approaches p177 Coping with political pressures and problems in evaluation p329-338 Dealing with political, ethical, and interpersonal aspects of evaluation p311-340 Describing what is to be evaluated: Setting the boundaries p219-226 Determining when an evaluation is appropriate: Evaluability assessment p199-203 Determining whether to proceed with the evaluation p233-241 Developers of adversary-oriented evaluation approaches and their contributions p139-144 Developers of participant-oriented evaluation approaches and their contributions p154-164 Developers of the consumer-oriented evaluation approach and their contributions p108-112 Developers of the expertise-oriented evaluation approach and their contributions p121-128 Developers of the management-oriented evaluation approach and their contributions p98-102 Developers of the objectives-oriented evaluation approach and their contributions p82-88 Different metaphors of evaluation p75 Distinguishing between evaluation's purpose, uses, and essential activities p7-12 Diverse conceptions of program evaluation p62 Drawing practical implications from the alternative evaluation approaches p184 Eclectic uses of the alternative evaluation approaches p182-183 Establishing and maintaining good communications among evaluators and stakeholders p312-313 Establishing evaluation agreements and contracts p294-305 Evaluation's basic purpose, uses, and conceptual distinctions p3-24 Evaluation's importance and its limitations p22 Expertise-oriented evaluation approaches p119-136 The history and influence of evaluation in society: Stone Age to 1965 p26-32 How participant-oriented evaluation approaches have been used p165 How the adversary-oriented evaluation approach has been used p145 How the consumer oriented evaluation approach has been used p113-115 How the expertise-oriented evaluation approach has been used p129-130 How the management-oriented evaluation approach has been used p103 How the objectives-oriented evaluation approach has been used p89-90 Identifying and selecting the evaluation questions and criteria p245-268 Identifying appropriate sources of questions and criteria: The divergent phase p247-256 Identifying design and data-collection methods p271-284 Identifying intended audiences for an evaluation p216-218 Informal versus formal evaluation p6 Introduction of case study p188-190 Introduction to evaluation p1-54 Maintaining ethical standards: Considerations, issues, and responsibilities for evaluators and clients p322-328 Management-oriented evaluation approaches p97-106 Objectives-oriented evaluation approaches p81-96 Origins of alternative views of evaluation p63 Origins of modern program evaluation p25-34 Participant-oriented evaluation approaches p153-170 Philosophical and ideological differences p64-67 Planning how to conduct the evaluation p269-308 Practical guidelines for conducting and using evaluations p309-458 Practical guidelines for planning evaluations p187-308 Program evaluation: Trends across three decades of a maturing profession p36-48 Quantitative and qualitative methods p342 Recent developments and trends in evaluation p35-54 Recent trends influencing program evaluation p49-51 Relevant evaluation standards p213, 243, 268, 306, 340 Remaining flexible during the evaluation: Allowing new questions, criteria, and standards to emerge p164-166 Responding to different needs p76 Selecting the questions, criteria, and issues to be addressed: The convergent phase p257-263 Setting boundaries and analyzing the evaluation context p215-244 Selecting an evaluator p204-206 Selecting an external evaluator p207-212 Specifying how the evaluation will be conducted: The management plan p285-293 Strengths and limitations of participant-oriented evaluation approaches p166-167 Strengths and limitations of the adversary-oritented evaluation approach p146-150 Strengths and limitations of the consumer-oriented evaluation approach p116 Strengths and limitations of the expertise-oriented evaluation approach p131-133 Strengths and limitations of the management-oriented evaluation approach p104-105 Strengths and limitations of the objectives-oriented evaluation approach p91-94

Suggested readings p24, 34, 53, 79, 96, 106, 117-118, 135-136, 152, 169-170, 186, 214, 243-244, 268, 307-308, 340 Themes among the variations p77 Two basic distinctions in evaluation p13-21 Understanding potential bias resulting from the evaluator's personal values and interpersonal, financial, and organizational relationships with others p314-321 Understanding the reasons for initiating the evaluation p192-195 Variations caused by the evaluation approach used p231-232 Providing feedback ­ promoting growth p207-208. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 Purposes of pre-assessment p38-40. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al The push for authentic assessment p16 IN The digital teaching portfolio handbook: A how-to guide for educators. Kilbane, Clare R., & Milman, Natalie B. Allyn and Bacon, 2003 Qualities desired in a criterion measure Questions to ask about test scores--What to do with the numbers? Reaching high standards and using authentic assessment p149-150. IN Contextual teaching and learning: What it is and why it's here to stay. Johnson, Elaine B. Corwin, 2002 The real meaning of assessment p184-214. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 Reflect p51. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Reflections after the learning p44-49. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Review, reflect, respond (RRR) paper rubric. Chicago State University, Spring 2003. Rotation reflection p45. IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al A rubric for evaluating webquests (table) Rubric. Becerril, J.A. Rubric for evaluation [of websites] (table) Rubric for evaluation [of websites] (table) Sample narrative report. Artistic Assessment Sample paper A: holistic ct scoring rubric exercise SAT/ACT test preparation p18-21. IN How to maximize your children's IQ's and potential in school by turning your home into a high-powered learning environment. From http://www.intuitor.com/HPLenvironment.html School districts benefit when teachers understand the role of digital teaching portfolios in authentic assessment p33 IN The digital teaching portfolio handbook: A how-to guide for educators. Kilbane, Clare R., & Milman, Natalie B. Allyn and Bacon, 2003 School leadership project: principles of giving feedback Schools toying with test results: some states meet standards with art of statistics. Rado, Diane & Little, Darnell. From Chicago Tribune, 9/28/03 The score scale for NBPTS assessments. National Board for Professional Teaching Standards, 1999. The score scale revisited. National Board for Professional Teaching Standards, 1999. Scoring. National Board for Professional Teaching Standards, 1999. Should a percentage of a student's grade reflect classroom decorm? From the National Education Association. Retrieved from http://www.nea.org/he/advo01/advo0101/dialog.html Scoring rubrics in the classroom: using performance criteria for assessing and improving student performance. Arter, Judith & McTighe, Jay. 2001 Choices, choices, choices: what types of rubrics exist P17-32 Developing rubrics P33-44 Mapping the terrain P1-16

Performance standards and grading P73-81 Resource: rubrics galore P95-178 A rubric for rubrics: or it's metarubric time P45-72 Teaching performance criteria to students P82-94 Scoring well on tests or becoming genuinely literate: Rethinking remediation in a small rural school. Walp, Trudy P. and Walmsley, Sean A. p177-196 IN No quick fix: Rethinking literacy programs in America's elementary schools. Allington, Richard L. and Walmsley, Sean A., eds. International Reading Association and Teachers College Press, 1995 Self-regulated learners show proficiency through authentic assessment p94. IN Contextual teaching and learning: What it is and why it's here to stay. Johnson, Elaine B. Corwin, 2002 Some subtleties of scoring. National Board for Professional Teaching Standards, 1999. Sources of variation represented in different procedures for estimating reliability Standardized testing versus authentic assessment Standardized test scores and alternative assessments: Different pieces of the same puzzle. P18-20. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 State achievement tests can be a positive force in your classroom. Stine, Mary Ann. P45-6. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Statewide portfolio assessment in mathematics: A teacher's perspective. P35-40. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 The stem of the item Step by step guide for conducting a summative evaluation. Elementary school evaluation kit series. Center for the Study of Evaluation, 1974 Analyzing the data p51-56 Collecting the data p43-50 Focusing the evaluation p3-22 Preparing the evaluation report p57-62 Selecting appropriate measurements p23-42 Strategies for assessing and communicating learning progress P163-186. IN Curriculum and instructional methods for the elementary and middle school, fifth ed. Lemlech, Johanna K. Pearson Education, Inc. 2002. Student achievement test scores by schools' level of implementation (chart) (transparency master). Felner, R., Jackson, A., Kasak, D., Mulhall, P., Brand, S, & Flowers, Nancy. Longitudinal study of a network engaged in Turning points-based comprehensive school transformation: The impact of school reform for the middle years. Phi Delta Kappan,3/97, p544 Module 1, pTR-28 IN National Forum leadership training: A leadership curriculum for advancing middle-grades reform (kit). The National Forum to Accelerate Middle-grades Reform, 2003 Student involvement in assessment p209-214. IN Becoming a successful urban teacher. Brown, Dave F. Heinemann, 2002 Suggestions for essays: type items Suggestions for preparing test items (from ETS to item writers) Suggestions for writing completion items Suggestions for writing matching items Suggestions for writing mc items Suggestions for writing t/f items Summary of rules for writing items of various types Summary of the portfolio entries for the MC/generalist assessment. National Board of Professional Teaching Standards, 1999. Surveys at work. P47 IN Differentiated instructional strategies: one size doesn't fit all Gregory, Gayle H. et al Teacher work sample scoring guide. ( 2 copies) The Renaissance Partnership For Improving Teacher Quality. June 2002. Teachers make use of alternative assessments as well as traditional tests p11-12. IN Classroom characteristics and practices (literature summary). NW Regional Educational Laboratory. Retrieved 3/27/03 from wysiwyg://83/http://www.nwrel.org/sepd/esp/esp95_1.html

The teacher's role. chapter 13 from the book Understanding Reading Test construction, administration, and scoring p137-172 IN Constructivist teaching strategies for diverse middle-level classrooms. Henson, Kenneth T. Pearson, 2004 Testing IN Revised middle grades standards report (Draft). Mar, 2004. Thematic paper rubrics. (10 copies) Thematic paper. Chicago State University, Spring 2003. To help you really see different parts of the evidence. National Board for Professional Teaching Standards, 1999. TQE assessment: three free rubric builder sites Traditional, formal assessment P44-54. IN The general educator's guide to special education: a resource handbook for all who work with children with special needs. Maanum, Jody L. 2001. Traveling exhibition presents the life and theories of Einstein. For further information check out www.amnh.org The trouble with testing. Anderson, Susan R. Young Children, July 1998. Two reasons to be concerned with error The understanding by design handbook Understanding the purpose of challenging behavior: A guide to conducting functional assessments. Artesani, A. James. Student enrichment series. Merrill Prentice Hall, 2001 Antecedents p22 Articulate the problem behavior p32-36 Behavior log p41 Conclusion p47-48 Conduct a functional analysis p44-45 Conduct functional assessment interviews p37-39 Conduct functional assessment observations p40-41 Conducting a functional assessment p32-46 Consequences p23 Describe the behavior p32 Determine if and why the behavior is a problem behavior p33-34 Develop plausible hypotheses or explanations for the occurrence of the problem behavior p43 Examples of functional assessment p49-52 Function p24-27 Functional assessment allows teachers to teach replacement behaviors p14 Functional assessment fosters the use of positive supports and interventions p14 Functional assessment is a versatile process p13-16 Functional assessment is required by the individuals with disabilities education act (IDEA) p15-16 Functional assessment promotes positive relationships between students and educators p14 Functional assessment uncovers variables that contribute to the problem behavior p13 Get the most out of the data p42 How is functional assessment completed? P31-46 Identify how often and for how long the behavior occurs p35-35 Observation format from the functional assessment handbook p41 Personal and family factors p20 Predictors p22 References and resources p53-56 Replacement behaviors p28-20 Scatterplot p41 School-related environmental factors p21 Setting events p20-22 Understanding the basics: Terms and concepts p19-30 When should functional assessment be conducted? P17-18 What are the goals of functional assessment? P9-12 What assumptions are made about behavior? P8 What is functional assessment? P7-12 Who may conduct a functional assessment? P31 Why conduct functional assessments? P13-16 Understanding understanding: what is it and how to assess it. 1996, Class 1.2 Weekly reports, student reflections on learning: An assessment tool based on student and teacher feedback. Etkina, Eugenia & Harper, Kathleen

Andre. P476-480. IN Journal of college science teaching. 31 (7), May 2002 Using, writing, and evaluating forced-choice assessments Validity as it pertains to quantitative tests The validity of affective instruments Validity: refers to appropriateness, meaningfulness, and usefulness of interences made from test scores. What is assessment? Marzette-Love, Tonya. Chicago State University. What is performance assessment? Where...all the children are above average. Thorson, Annette. P6. IN ENC focus: a magazine for classroom innovators. 7 (2), 2000 Writing a task rubrics. Artisitic Assessment. Writing assessment criteria (chart) IN Assessing as part of learning: Assessment samples. Maki, Peggy and Green, Ruth.

The following materials are available in the LANGUAGE ARTS section of the Teacher Quality Enhancement Library, 1st cabinet on left in ED 205

Assessment of academic achievement IN Academic achievement in a second language. Lewelling, Vickie W. from ERIC digest, 2/91, p3-4

The following materials are available IN the TEACHER 111

PREPARATION

LIBRARY, bottom shelf, left side, main room, Teachers' Writing & Resource Center, ED

Assessing mathematics learning (videotape), by Sarah J. Stanley, Barbara Wells & W. James Popham (review). P80 IN ENC focus: A magazine for classroom innovators, (2), 2001. Assessing student learning p6 IN Faculty assembly (speech). Daniels, Elnora D. 10/17/00 Assessing student productivity ch 8 IN Active learning: Cooperation in the college classroom. Johnson,David W., Johnson Roger T., and Smith, Karle A. Edina, MN: Interaction Book Co, 1998. Assessment at Chicago State University: Improving learning outcomes, a report on actions taken as a result of five years of assessment activities. Lipscomb, Delores, 1995. Assessment p83-84 IN Multicultural education: Strategies for implementation in colleges and universities, Vol. 4. Adams, J. Q. & Welsch, Janice R., eds. Expanding cultural diversity in the curriculum and in the classroom project. Western Illinois University, 1995 Assessment in math and science: What's the point? (videotapes, workshop guide), by Carol Jackson, Alain Jehlen, Lisa Friedman & Tom Van Horn (review). P62 IN ENC focus: A magazine for classroom innovators, (2), 2001. Assessment of student learning IN Chicago State University College of Education Conceptual framework. Feb 2003 Assessment sampler: A resource for elementary school teachers, administrators, and staff developers (review). Linden Public Schools, North Penn School District, Rahway Public Schools & Readington Township Public Schools. P62 IN ENC focus: A magazine for classroom innovators, (2), 2001. Assessment strategies. From Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn & Bacon, 2000 Assessment strategies to inform science and mathematics instruction (review). Northwest Regional Educational Laboratory. P62-3 IN ENC focus: A magazine for classroom innovators, (2), 2001. Bibliography of assessment alternatives: Science (review). Northwest Regional Educational Laboratory. P63 IN ENC focus: A magazine for classroom innovators, (2), 2001. College of education unit assessment system; nacate (to do list) ­ timeline and responsibilities list; table 1 ­ benchmarks for candidates' knowledge, skills and dispositions assessed from program entry to program completion; portfolio rubric; site feedback assessment

form and field-based and campus-based supervisor assessment forms IN Chicago State University College of Education Conceptual framework. Feb 2003 Commissioned papers on development of assessment systems and aggregating data (bibliography). National Council for Accreditation of Teacher Education, 2001. Retrieved 8/9/02 from http://www.ncate.org/resources/commissioned_papers.htm ENC focus: A magazine for classroom innovators, 9(4), 2002 Assessing student understanding in science (review). Yager, Robert E. and Enger, Sandra K. p72 Assessment alternatives for diverse classrooms (review). Mesa-Bains, Amalia, Sorenson, Bernie, Farr, Beverly P., Gordon, Edmund, Trumbull, Elise, Estrin, Elise Trumbull, Gay, Geneva, Shaw, Jerome, Bane, Josie, Entwife, Judith, Lara, Julia, Mitchell, Karen, Au, Kathryn H., Winfield, Linda F., Wolfe, Liz, Short, Robert, Nelson-Barber, Sharon, Fields, Shirley, Glazer, Susan, Pastor, Verma, and Gonzales, Virginia. P75 Evaluation IN Curriculum infusion prevention curriculum for Methods of teaching mathematics at the secondary school level. FWP general evaluation rubric. Features of b, a and f writing The pass/no pass distinction Holistic scoring guide for portfolios IN Chicago State University College of Education Conceptual framework. Feb 2003 Keeping score: Assessment in practice , by Ann Shannon (review). P63 IN ENC focus: A magazine for classroom innovators, (2), 2001.

Learning from assessment: Tools for examining assessment through standards (videotape, planning tools, masters, activities, references), by Tania J. Madles, Ann Muench, Ann Lawrence, L. Carey Bolster, Jill Peters, & Christopher Seward (review). P63 IN ENC focus: A magazine for classroom innovators, (2), 2001. Learning in overdrive: Designing curriculum, instruction, and assessment from standards, by Ruth Mitchell, Marilyn Crawford, and the Chicago Teachers Union Quest Center (review). P58-9 IN ENC focus: A magazine for classroom innovators, (2), 2001. Measuring up: Prototypes for mathematics assessment (review). Mathematical Sciences Education Board, National Research Council. P64 IN ENC focus: A magazine for classroom innovators, 8 (2), 2001. Professional portfolio scoring form IN Chicago State University College of Education Conceptual framework. Feb 2003 Science process skills: Assessing hands-on student performance, by Karen L. Ostland (review). P64 IN A magazine for classroom innovators, 8 (2), 2001 A snapshot of assessment in a standards-based classroom. Midgett, Carol. P37 IN ENC focus: A magazine for classroom innovators, (2), 2001. System by which candidate performance is regularly assessed IN Chicago State University College of Education Conceptual framework. Feb 2003 Using assessment to reshape mathematics teaching: A casebook for teachers, teacher educators, curriculum and staff development specialists (book & videotape), by Sandra K. Wilcox & Perry E. Lanier (review). P64 IN ENC focus: A magazine for classroom innovators, (2), 2001. Using writing workshops to draw a population profile: Description of process, tabulation of results, sample writings. Keithley, Zoe. The wider eye: Alternative instruments of assessment and evaluation series. IPLP at Wright College, 2003. Weekly reports, student reflections on learning: An assessment tool based on student and teacher feedback. Etkina, Eugenia & Harper, Kathleen Andre. P476-480 IN Journal of college science teaching. 31 (7), May 2002 Writing philosophy: Sequential essays and objective tests. Cunningham, Frank J. p166-172 IN College composition and communication, 37 May 1985. National Council of Teachers of English.

The following materials are available in the COLLEGE WRITING LIBRARY, on the right in the main room of the Teachers' Writing & Resource Center, ED 111 Designing topics for writing assessment: Problems of meaning. Ruth, Leo & Murphy, Sandra. P410-422 IN College composition and communication, 35, Dec. 1984. National Council of Teachers of English.

The following materials are available in the BASIC SKILLS WRITING MATERIALS FILE, top drawer, second cabinet from the left in the Teachers' Writing & Resource Center, ED 111 Heading: Analogy questions. Types of analogy questions. Cause and effect Group to member Object to material Part to whole Symbol [to] institution Synonym and antonym variants Tips on analogies Trait to example User to tool Word to definition Heading: Critical reading test. Critical reading test. From USA today, Jan 20, 1990. Nation is demanding abortion rights. Yard, Molly Nation is turning against abortion. Myers, Nancy Heading: Grammar test. Section 1 [to 5] Heading: Math problems. Practice problems [typical of placement exam] Heading: Scoring process ­ BST. Explanation of the scoring process for the constructedresponse writing assignment. Performance characteristics The scoring process Scoring scale Heading: Trigger words for exams. Trigger words for exams. Analyze Compare Contrast Criticize Define Describe Discuss Enumerate Evaluate Explain Illustrate Interpret Outline

The following materials are available in the OTHER TESTS FILE, 4th drawer, middle cabinet, Teachers' Writing & Resource Center, ED 111 AND ON THE SHELF ABOVE

Elementary education: Curriculum, instruction, and assessment p126-132 IN Preparation for the Praxis II Exam. Levy, Joan U and Levy, Norman. Thomson Arco, 2003 Explanatory answers for elementary education: Curriculum, instruction, and assessment p211-212 IN Preparation for the Praxis II Exam. Levy, Joan U and Levy, Norman. Thomson Arco, 2003

The following materials are available in the VIDEO CABINET, in the Teachers' Writing & Resource Center, Ed 111

Standards and assessments, updated version (videotape). Pyramid, 1999 Creative controversy and performance assessment (videotape). Making connections: New instructional strategies for the `90s series. Films for the Humanities & Sciences, 1996. 41 min, color Wizard test maker promotional package (CD-ROM). Eduware, 2002. Includes The edugame demo [and] The edugallery demo. Elementary math 3-4 High school science High school mathematics High school social studies High school foreign language Middle school science Middle school math 8

The following materials are available in the HEALTH AND LIFE SCIENCES LIBRARY, in the third cabinet from the left in ED 200

Assessment suggestions p77-78 IN Terrariaum habitats teacher's guide, grades K-6: Skills: observing, comparing, describing, measuring, communicating, organizing, experimenting, recording, drawing conclusions, building models; Concepts: soil and ground habitats, ecology, life cycle, food webs, nutrient cycle, decomposition, recycling, adaptations, animal structures and behavior; Science themes: systems and interactions, patterns of change, structure, energy, matter, evolution; Mathematics strands: pattern, number, measurement; Nature of science and mathematics: cooperative efforts, creativity and constraints, interdisciplinary, real-life applications. Hosoume, Kimi and Barber, Jacqueline. Great explorations in math and science series. Univ. of California at Berkeley, 1994. Ongoing assessment pA11 IN Houghton Mifflin Science discoveryworks teaching guide 2: [unit A] Interactions of living things. Houghton Mifflin, 2003 Ongoing assessment pE11 IN Houghton Mifflin Science discoveryworks teaching guide 2: [unit 3] What makes me sick. Houghton Mifflin, 2003

The following materials area available in the PHYSICS LIBRARY, in the fourth cabinet from the left in ED 200

Assessment guide pB49-66 IN Houghton Mifflin Science discoveryworks teacher resource book, grade 2: Unit B: Energy and motion. Houghton Mifflin, 2000 Ongoing assessment pD11 IN Houghton Mifflin Science discoveryworks teaching guide 2: [unit D] Solids, liquids, and gases. Houghton Mifflin, 2003

The following materials are available in the GENERAL SCIENCE LIBRARY in the sixth cabinet from the left in ED 200

Assessing for learning P108-122. IN Teaching, learning & assessing science 5-12, 3rd ed. Harlen, Wynne. Paul Chapman Publishing Ltd., 2000. Assessment p119 IN Science on the Internet: a resource for k-12 teachers (2nd ed. Ebenezer, Jazlin V. & Lau, Eddy. Merrill Prentice Hall 2003

Gathering evidence about children's learning P123-141. IN Teaching, learning & assessing science 5-12, 3rd ed. Harlen, Wynne. Paul Chapman Publishing Ltd., 2000 Gathering and interpreting evidence for summative assessment P196-215. IN Teaching, learning & assessing science 5-12, 3rd ed. Harlen, Wynne. Paul Chapman Publishing Ltd., 2000 Interpreting evidence for formative assessment p142-156. IN Teaching, learning & assessing science 5-12, 3rd ed. Harlen, Wynne. Paul Chapman Publishing Ltd., 2000

Noted on THE INTERNET

Subject: assessment: http://7-12educators.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.calpress.com%2Fdefault.htm Subject: Assessment ­ Songs: http://www.3dwriting.com/examples/stb/stb.htm The standardized testing blues Subject: Intelligence quotient ­ Tests: http://web.tickle.com/tests/uiq/index-pop.jsp?sid=3019&supp=iq_content_2__bdr_160x600&z= Subject: Test anxiety: http://schoolcounselor.org/content.asp?contentid=283 http://kidshealth.org/teen/school_jobs/school/test_anxiety.html http://lkwdpl.org/schools/specialed/zbornik1.htm

Information

Microsoft Word - assessment050506.doc

21 pages

Find more like this

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

5949

You might also be interested in

BETA
Microsoft Word - assessment050506.doc
The Science Teacher
Standards for Science Teacher Preparation