Chapter 1: Introduction

   Significance of Measurement

   Distinction Between Measurement, Assessment, and Evaluation

   Settings Where Assessments Show Up

   Distinction Between Formal and Informal Assessments

   Roles of Assessment in the Classroom

   Maximum Versus Typical Performance

   Summary

   Key terms

PART 1 — How to Establish a Framework for Assessing Your Students

Chapter 2: How Assessments Are Interpreted and Used

   Frames of Reference for Interpreting Performance

   Meaning of Criterion and Norm-Referenced Interpretations

   Choosing the Appropriate Interpretation

   Summary

   Key Terms

   Answers: Apply What You are Learning

   Something to Try

   Additional Reading

Chapter 3: Measurable Objectives and Goals

   Categories of Learning Outcomes

   Levels of Cognitive Complexity

   Instructional Goals Versus Performance Objectives

   Selecting Performances that Align with Standards

   Summary

   Key Terms

   Answers: Apply What You are Learning

   Something to Try

   Additional Reading

Chapter 4: Gathering Evidence of Validity

   Levels of Cognitive Complexity

   Components of Performance Objectives

   Instructional Goals Versus Performance Objectives

   Selecting Performances that Align With Standards

   Summary

   Key Terms

   Answers: Apply What You are Learning

   Something to Try

   Additional Reading

Chapter 5: Generalizing Performance

   Why Observations Do Not Generalize

   Methods for Detecting Inconsistencies

   Techniques for Improving Generalizability

   Relation of Generalizability to Validity

   Summary

   Key Terms

   Answers: Apply What You are Learning

   Something to Try

   Additional Reading

PART 2 — How to Develop, Administer, and Score Written Tests

Chapter 6: Completion Items

   What Completion Items Can Do

   Qualities Completion Items Should Have

   Practice With Applying These Desired Qualities to Completion Items

   Summary

   Key Terms

   Answers: Apply What You Are Learning

   Something to Try

Chapter 7: Essay Items

   What Essay Items Can Do

   Qualities Essay Items Should Have

   Practice With Applying These Desired Qualities to Essay Items

   Scoring Students’ Responses to Essay Items

   Summary

   Key Terms

   Answers: Apply What you are Learning

   Something to Try

   Additional Reading

Chapter 8: Multiple-Choice Items

   What Multiple-Choice Items Can Do

   Qualities Multiple-Choice Items Should Have

   Practice With Applying These Desired Qualities To Multiple-Choice Items

   Variations of Multiple-Choice Items

   Optimal Number of Choices

   Summary

   Key Terms

   Answers: Apply What You Are Learning

   Something to Try

   Additi