For a wide variety of courses in classroom assessment.
This highly respected text offers the most comprehensive discussion of traditional and alternative assessments of any classroom assessment text—explaining, giving examples, discussing pros and cons, and showing how to construct virtually all of the traditional and alternative assessments teachers use in the classroom. The author explores assessment theories and research findings as they affect teaching and learning, and examines why, when, and how teachers should use assessment in the classroom. To the text's hundreds of practical examples are added checklists to aid in evaluating assessment vehicles and scores of strategies for assessing higher-order thinking, critical-thinking, and problem-solving skills.
NEW TO THIS EDITION:
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NEW - Coverage of current topics in assessment including: formative assessment, differentiated instruction, response to intervention, universal design, and using technology for accommodations.
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NEW - Two new appendices: Implementing the Principles of Universal Design via Technology-Based Testing and Answers to Even-numbered Exercises
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NEW - Additional practical examples of classroom assessment “as it happens”–Throughout the text. Show students the exceptional range of assessment tools available–provide models for developing assessments, aligning assessments with lesson plans and standards, and creating both traditional and alternative assessments.
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NEW - Coverage of ways to assess students' writing skills. Teaches students how to write prompts that effectively assess different writing genres–explains the development and use of rubrics to evaluate writing.
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NEW - An introductory overview in every chapter–Poses the key questions that each chapter addresses and describes how each chapter is organized. Engages students' interest in chapter content–readies them for what's important in each chapter and helps them gauge their understanding.
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NEW - A glossary. Provides for easy look-up of important terms and concepts.
ABOUT THE AUTHORS
Anthony J. Nitko is an adjunct professor, Department of Educational Psychology, University of Arizona, and professor emeritus and former chairperson of the Department of Psychology in Education at the University of Pittsburgh. His research interests include curriculum-based criterion-referenced testing, integration of testing and instruction, classroom assessment, and the assessment of knowledge and higher-order thinking skills. His publications included the chapter “Designing Tests That Are Integrated with Instruction” in the third edition of Educational Measurement (1989). He co-authored (with C. M. Lindvall) Measuring Pupil Achievement and Aptitude; (with T. C. Hsu) Pitt Educational Testing Aids (PETA, a package of computer programs for classroom teachers); and (with R. Glaser) the chapter “Measurement in Learning and Instruction” in the second edition of Educational Measurement (1971).
Professor Nitko has been the editor of the journal Educational Measurement: Issues and Practice, and also d’News, the AERA Division D newsletter. Some of the journals in which his research has appeared are American Educational Research Journal, Applied Measurement in Education, Educational Evaluation and Policy Analysis, Educational Measurement: Issues and Practice, Educational Technology, Journal of Educational Measurement, and Research in Developmental Disabilities.
Professor Nitko has been a member of several committees of the American Educational Research Association, was elected secretary of AERA Division D, served on committees of the National Council on Measurement in Education, and was elected to the board of directors and as president of the latter. He received Fulbright awards to Malawi and Barbados and has served as a consultant to various government and private agencies in Bangladesh, Barbados, Botswana, Egypt, Ethiopia, Indonesia, Jamaica, Malawi, Namibia, Oman, Singapore, the United States, and Vietnam.
Susan Brookhart is coordinator of assessment and evaluation for the School of Education at Duquesne University. Prior to this assignment, she was professor and chair of the Department of Educational Foundations and Leadership at Duquesne. Previous to her higher education experience, she taught both elementary and middle school. Her research interests include the role of classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading.
Professor Brookhart is a past president of the American Educational Research Associations’ Special Interest Group on Classroom Assessment. She has been the education columnist for
National Forum, the journal of Phi Kappa Phi. From 2003-2005 she served as newsletter editor for the National Council on Measurement in Education, and was program co-chair for the 2004 NCME annual meeting. She is the author of two books:
The Art and Science of Classroom Assessment is a combination literature review and how-to book about classroom assessment in higher education;
Grading is a textbook about grading in K-12 schools. She was written or co-authored over 40 articles on classroom assessment, educational measurement, program evaluation, and professional development, and serves on the editorial boards of
Teachers College Record and
Applied Measurement in Education
