Includes bibliographical references and index.

Each chapter concludes with Chapter Summary, Self-Check, Pondertime, Self-Check Key, Additional Stuff, Nonprint Stuff, and Cyber Stuff. To the Reader. 1. Why Do Teachers Need to Know about Assessment. Federal Laws Trump. Assessment versus Testing. Why Should Teachers Know about Assessment? Yesteryear's Answers. Why Should Teachers Know about Assessment? Today's Answers. What Do Classroom Teachers Really Need to Know about Assessment? A Three-Chapter Preview. 2. Reliability of Assessment. Stability Reliability. Alternate-Form Reliability. Internal Consistency Reliability. Three Coins in the Reliability Fountain. The Standard Error of Measurement. What Do Classroom Teachers Really Need to Know about Reliability? 3. Validity. A Quest for Defensible Inferences. Validity Evidence. Content-Related Evidence of Validity. Criterion-Related Evidence of Validity. Construct-Related Evidence of Validity. Sanctioned and Unsanctioned Forms of Validity Evidence. The Relationship between Reliability and Validity. What Do Classroom Teachers Really Need to Know about Validity? 4. Absence-of-Bias. The Nature of Assessment Bias. Disparate Impact and Assessment Bias. Judgmental Approaches. Empirical Approaches. Bias Detection in the Classroom. Assessment Accommodations for Students Who Need Them. A Special Problem in Assessing Special Students. What Do Classroom Teachers Really Need to Know About Absence-of-Bias? 5. Deciding What to Assess and How to Assess It. What to Assess. The Impact of High-Stakes Tests on your Classroom. How to Assess It. What Do Classroom Teachers Really Need to Know about What to Assess and How to Assess It? 6. Selected-Response Tests. Ten (Divided by Two) Item-Writing Commandments. Binary-Choice Items. Multiple Binary-Choice Items. Multiple-Choice Items. Matching Items. What Do Classroom Teachers Really Need to Know about Selected-Response Tests? 7. Constructed-Response Tests. Short-Answer Items. Essa

This well-written book is grounded in the reality of teaching today to show real-world teachers who want to use assessment in their classrooms the latest tools necessary to teach more effectively. Written in Jim Popham's characteristic witty style, the Fourth Edition of Classroom Assessment addresses the range of assessments that teachers are likely to use in their classrooms. Educational assessment has been changed by the forces of accountability and this new edition now addresses the central issue of how classroom assessment can effectively benefit students when carried out in the context of accountability tests. Issues such as the No Child Left Behind Act (NCLB) that directly impact classroom testing and teaching, are discussed to present readers with a series of practical action options. In addition, the text continues to analyze more traditional issues such as validity and reliability and discusses the alternative assessments used in today's classrooms.