ALABAMA STATE UNIVERSITY
COLLEGE OF EDUCATION
DEPARTMENT OF FOUNDATIONS AND PSYCHOLOGY
_________________________________________________________________
SYLLABUS FOR
MEASUREMENT AND EVALUATION IN EDUCATION
__________________________________________________________________
COURSE NUMBER:
EDU 301
DESCRIPTION:
An introductory course for early childhood, elementary
and secondary teachers and prospective teachers, which is
designed to improve the methods of evaluating student
achievement, performance and progress. A major focus
of the course is devoted to applications of the evaluation
and measurement processes. A second focus of the
course is the fundamental principles of tests and
measurement with an emphasis on practical applications
in the classroom.
CREDIT HOURS:
3 Semester Hours (Fall/Spring)
PREREQUISITE:
PSY 251: General Psychology
INSTRUCTOR:
Dyann Bayan, Ed.D.
OFFICE LOCATION:
McGehee Hall: Room 205
OFFICE TELEPHONE:
(334) 229-6925
E-MAIL:
dbayan@alasu.edu
OFFICE HOURS:
As Posted or By Appointment
Prepared by _____________________________________________________
Dyann Bayan, Ed.D.
Date
Approved by _________________________________________________________
Department Chairperson
Date
________________________________________________________
Dean, College of Education
Date
COMMITMENT TO DIVERSITY: In our commitment to furthering knowledge and
fulfilling our educational mission, Alabama State University seeks a campus climate that
welcomes, celebrates, and promotes respect for the entire variety of human experience.
In our commitment to diversity, we welcome people from all backgrounds and we seek to
include knowledge and values from many cultures in the curricula and in the extracurricular life of the campus. Dimensions of diversity shall include, but not limited to the
following: race, ethnicity, gender, age, religious beliefs, disability, socioeconomic status,
sexual orientation and cultural orientation.
AMERICAN WITH DISABILITIES ACT: Any student requiring alternative formats for
testing and/or handouts for this course, or other types of accommodations due to a
handicapping condition should advise the instructor within the first week of class.
CLASS ATTENDANCE POLICY: Each student is expected to attend all lectures,
seminars, laboratories and fieldwork for each registered class, including the first class
session. Attendance is required to verify official enrollment and continuance in each
course. When students are absent from class for authorized reasons such as death in the
family, illness, hindrance by true emergency situations or University activities, they
will be allowed to make up assignments/examinations that they missed. Instructors, of
course, are not obligated to provide makeup opportunities for students who are absent
unless the absences have been officially approved.
(See complete “Policy for Class Attendance” via ASU Course Book).
WITHDRAWAL FROM A COURSE POLICY: A student may withdraw without penalty
from a course prior to midterm. No grade is given when the student withdraws officially
during this period. The deadline date for withdrawing from a course is stipulated in the
academic calendar.
When a student as a result of emergency circumstances is forced to withdraw from a course
after the established withdrawal date for the term, the student may petition, in writing, the
dean of the school in which the course is offered for approval to withdraw from a course.
A student may not withdraw from a course after the deadline if he/she is failing.
(See complete “Policy for Student Withdrawal From A Course” via ASU Course Book).
“I” GRADE POLICY: An “I” (incomplete) grade is assigned in instances in which a student
is likely to pass the course upon completion of requirements to change the “I” grade.
To yield credit for a course for which a grade of “I” has been assigned, course requirements
must be completed by the end of the next semester of enrollment, not to exceed two
calendar years. When reporting the “I” grade, faculty will include the alternate grade that
the student has earned, factoring in all course requirements, e.g., I (B), I (C).
(See complete “Policy for I Grade” via ASU Course Book).
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A. PURPOSE OF THE COURSE
The purpose of this course is to provide the student with a seminal learning experience
with assessment, testing and measurement in teaching and numerous opportunities to
comprehend, synthesize and integrate the knowledge acquired through in-depth reading,
assignments and practical experience.
This course addresses the basic concepts of educational measurement and the application
of traditional methods of testing and measurement. In addition, this course introduces the
contemporary educational term, assessment, as an integral component of the teachinglearning process.
Consistent with the conceptual framework of the College of Education, the theme
“Educator As Decision Maker”, states… “decision-making is basic to high quality
teaching and student achievement”, this course underscores decision making as the
essential component in the assessment of student learning and performance and therefore
provides a sound foundation for using effective assessment and measurement in teaching.
“Educator As Decision Maker” as a conceptual framework for this course will
contribute to helping students to develop an understanding of course content through
experiential learning, synthesis of their learning, examination of student performance
through subjective lenses after objective observation and through practicing some
aspects of assessment and measurement in teaching.
As a result, students will have the ability to create their own schematics and make
informed educational decisions that will translate into effective assessment and
measurement strategies in their own classrooms.
B. METHODS OF INSTRUCTION
The primary method of instruction for this course is interactive lectures. This method
provides students with the opportunities to interactive in class lectures during which the
blend of diverse grade levels and disciplines will provide an excellent base for
discussion of course content from different points of views.
A secondary method of instruction is a learning teams approach. This method provides
students with the opportunities to work collectively and productively to engage in selfdirected learning experiences that will act as a catalyst for course content discussions.
Important to this class is an extensive pedagogical framework for the facilitation of
learning that includes required readings, vignette reactions, ponder applications,
assignments, assigned conversations, team teaching, class presentations, practicum
observations and interim examinations.
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C. COURSE OBJECTIVES: After reading, and class lectures, students will be able to:
Objective 1. Comprehend the fundamental psychometric properties of validity in the
context of educational assessment. ALSDE: (2) (c) 5. (iii)
Learning Outcomes:
A.
B.
C.
D.
E.
F.
Define the concept of validity.
Describe the nature of validity.
Describe the major types of validity evidence.
Explain how validity coefficients are interpreted.
Explain the standard error of estimate.
Identify the appropriate type of validity evidence given in illustrations of
practical applications.
Objective 2. Comprehend the fundamental psychometric properties of reliability in
the context of educational assessment. ALSDE: (2) (c) 5. (iii)
Learning Outcomes:
A.
B.
C.
D.
E.
F.
Define the concept of reliability.
Describe the nature of reliability.
Describe the three major methods of estimating reliability.
Define the standard error of measurement.
Explain the relationship between reliability and validity.
Identify the appropriate method of estimating reliability given in
illustrations of practical applications.
Objective 3. Comprehend various aspects of standardized tests and various methods
used to interpret the results of standardized tests. ALSDE: (2) (c) 5. (iii),
CF (CA: 2.4)
Learning Outcomes:
A.
B.
C.
D.
E.
F.
G.
H.
Describe the major characteristics of standardized tests.
Explain the terms norms and norm groups.
Explain norm-referenced and criterion-referenced interpretations.
Discuss the nature of assessment bias.
Define percentile rank and explain its interpretation.
Define stanine score and explain its interpretation.
Define grade equivalent score and explain its interpretations.
Interpret the results of various scoring methods.
Objective 4. Critique reviews of standardized achievement or aptitude tests.
ALSDE: (2) (c) 5. (iii)
Learning Outcomes:
A.
B.
C.
D.
E.
F.
Locate sources for reviews of standardized tests.
Use a test review evaluation form to prepare a summary of information.
Identify the reviewer of a standardized test.
Discuss the composition of the norm group.
Discuss the types of scores and interpretations.
Discuss the validity and reliability
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Objective 5. Comprehend characteristics of different types of assessment strategies.
ALSDE: (2) (c) 5. (i), NCATE (4)
Learning Outcomes:
A.
B.
C.
D.
Define assessment, test and measurement.
Describe the main purpose of assessment.
Differentiate between placement and diagnostic assessment.
Differentiate between formative and summative assessment.
Objective 6. Comprehend the role of instructional objectives in the instructional
process and the assessment process. ALSDE: (2) (c) 5. (vi), INTASC (8)
Learning Outcomes:
A.
B.
C.
D.
E.
Define the terms instructional objectives and learning outcomes.
Describe the characteristics of instructional objectives.
Describe the three types of domains addressed by instructional objectives.
Use Bloom’s taxonomy of educational objectives.
Identify instructional objectives and learning outcomes given in practical
application illustrations.
F. Identify the appropriate type of domain given in practical application
illustrations.
Objective 7. Construct a teacher-made classroom test. ALSDE: (2) (c) 5. (v), INTASC (8),
NCATE (4), CF (RP: 1.4)
Learning Outcomes:
A. Develop a teacher-made test designed to measure learning outcomes for
a specific content area and grade level.
B. Develop an instructional objective and learning outcomes for the
teacher-made test.
C. Develop various types of selected-response test items for the test.
D. Develop various types of constructed-response test items for the test.
Objective 8. Comprehend the roles of observational techniques for assessing learning and
development. ALSDE: (2) (c) 5. (i), INTASC (8), NCATE (4)
Learning Outcomes:
A. Define formal and informal observations.
B. Discuss the advantages and limitations of formal and informal observations.
C. Distinguish between various observational techniques for assessing
students with diverse needs.
Objective 9.
Develop strategies for improving test performance.
Learning Outcomes:
A. Prepare strategies for reducing students’ test anxiety.
B. Prepare strategies for enhancing students’ study skills and test taking skills.
INTASC:
PRAXIS:
SDE:
CF:
Interstate New Teachers Assessment and Support Consortium
Professional Assessments for Beginning Teachers
Alabama State Department of Education Standards
Conceptual Framework (College of Education - Alabama State University)
RP: Reflective Practitioners, CA: Change Agents, LL: Lifelong Learners
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Objective 10. Comprehend performance-based assessments and scoring systems.
ALSDE: (2) (c) 5. (vii), (2) (c) 5. (viii), (2) (c) 5. (ix), INTASC (8), CF (CA: 2.5)
Learning Outcomes:
A.
B.
C.
D.
Define performance assessments.
Discuss developing performance objectives in the cognitive and affective domains.
Discuss selecting appropriate evaluative criteria.
Discuss scoring rubrics, checklists and rating scales.
Objective 11. Comprehend various methods of grading and reporting student progress.
ALSDE: (2) (c) 5. (vii), NCATE (4)
Learning Outcomes:
A.
B.
C.
D.
Define the term grade.
Distinguish between absolute and relative grading.
Explain various criteria for assigning grades.
Discuss reporting and informing parents and others of students’ grades.
Objective 12. Analyze state mandated assessments and tests results. NCATE (4),
ALSDE: (2) (c) 5. (iv), (2) (c) 5. (vi), (2) (c) 5. (xii),
Learning Outcomes:
A. Summarize demographics and tests results from state mandated
assessments used in Alabama public schools.
B. Explain school accountability status and the criteria for determining
accountability status.
C. Explain adequate yearly progress for school accountability.
D. Identify the components of adequate yearly progress.
Objective 13. Conduct required classroom observation hours in an educational setting.
CF (RP: 1.7)
Learning Outcomes:
A. Prepare a practicum observation paper, which specifically discusses key
assessment and measurement information obtained from a classroom
teacher during the observation experience.
B. Present lessons learned presentation based on the observation experience.
Objective 14. Develop a student performance plan. ALSDE: (2) (c) 5. (ii), (2) (c) 5. (v),
(2) (c) 5. (xi), NCATE (4), INTASC (8), CF (RP: 1.6), CF (RP: 1.7), CF (CA: 2.3)
Learning Outcomes:
A. Discuss monitoring student performance and measuring student progress.
B. Discuss providing student feedback and using assessments and tests results.
Objective 15. Comprehend descriptive statistical measures used in education evaluation.
ALSDE: (5) (c) 4. (i), CF (CA: 2.1)
Learning Outcomes:
A. Describe the measures of central tendency and their appropriate use.
B. Describe the measures of variability and their appropriate use.
C. Use appropriate statistical procedures to compute and interpret measures of
central tendency and measures of variability for given distribution of scores.
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ALIGNMENT OF COURSE OBJECTIVES WITH
ALSDE STANDARDS, NCATE, INTASC, AND ASU CONCEPTUAL FRAMEWORK OUTCOMES
Course Objectives
NCATE and
INTASC
Standards
Conceptual
Framework
State Department of
Education Standards
Assessment
1. Comprehend the fundamental
psychometric properties of
validity in the context of
educational assessment
ALSDE: (2) (c) 5. (iii)
Class Discussions
Standardized Test
Review Assignment
Mid Term Examination
2. Comprehend the fundamental
psychometric properties of
reliability in the context of
educational assessment
ALSDE: (2) (c) 5. (iii)
Class Discussions
Standardized Test
Review Assignment
Mid Term Examination
3. Comprehend various aspects
of standardized tests and various
methods used to interpret the
results of standardized tests
ALSDE: (2) (c) 5. (iii)
CF (CA: 2.4)
Class Discussions
Mid Term Examination
4. Critique reviews of
standardized achievement or
aptitude tests
ALSDE: (2) (c) 5. (iii)
Class Discussions
Standardized Test
Review Assignment
5. Comprehend characteristics
of different types of educational
assessments
ALSDE: (2) (c) 5. (i)
Class Discussions
Practical Application
Class Activity
ALSDE: (2) (c) 5. (vi)
Class Discussions
Practical Application
Class Activity
ALSDE: (2) (c) 5. (v)
Class Discussions
Test Construction
Project Assignment
6. Comprehend the role of
instructional objectives in the
instructional process and the
assessment process
INTASC (8)
7. Construct a teacher-made
classroom test
NCATE (4)
INTASC (8)
CF (RP: 1. 4)
D. ASSESSMENT AND EVALUATION
Objectives 1 - 3 will be assessed on the Mid-Term Examination. 70 points out of 100 points.
Objective 4 will be evaluated on the completion of a critique of a standardized test review as described
in the assignment for Standardized Test Review Evaluation. 25 points out of 35 points.
Objectives 5 - 7 will be evaluated on the completion of a teacher-made test as described in the assignment
for Test Construction Project. 80 points out 100 points.
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Course Objectives
8. Comprehend the roles of
observational techniques for
assessing learning and
development
NCATE and
INTASC
Standards
Conceptual
Framework
NCATE (4)
INTASC (8)
State Department of
Education Standards
ALSDE: (2) (c) 5. (i)
9. Develop strategies for
improving test performance
INTASC (8)
11. Comprehend various
methods of grading and
reporting student progress
12. Analyze state mandated
assessments and tests results
ALSDE: (2) (c) 5. (vii)
ALSDE: (2) (c) 5. (viii)
ALSDE: (2) (c) 5. (ix)
Team Teaching
Assignment
NCATE (4)
ALSDE: (2) (c) 5. (vii)
Team Teaching
Assignment
NCATE (4)
ALSDE: (2) (c) 5. (iv)
ALSDE: (2) (c) 5. (vi)
ALSDE: (2) (c) 5. (xii)
SAT 10, ARMT
and ADAW Tests
Results Report
Assignment
CF (CA: 2.5)
CF (RP: 1.7)
13. Conduct required
classroom observation hours in
an educational setting
15. Comprehend descriptive
statistical measures used in
education evaluation
Team Teaching
Assignment
Team Teaching
Assignment
10. Comprehend performancebased assessments and scoring
14. Develop a student
performance plan
Assessment
NCATE (4)
INTASC (8)
Field Experience
CF (RP: 1.6)
CF (RP: 1.7)
CF (CA: 2. 3)
ALSDE: (2) (c) 5. (ii)
ALSDE: (2) (c) 5. (v)
ALSDE: (2) (c) 5. (xi)
Student
Performance Plan
Assignment
CF (CA: 2.1)
ALSDE: (5) (c) 4. (i)
Final
Examination
Objectives 8 - 11 will be evaluated on team teaching an assigned topic relevant to assessment and
measurement in teaching as described in the assignment for Team Teaching. 35 points out of 45 points.
Objective 12 will be evaluated on the completion of state mandated test scores reports and a class presentation
as described in the assignment for State Mandated Test Scores Reports. 45 points out of 60 points.
Objective 13 will be evaluated on the completion of the required observation hours, a written paper and
lessons learned presentation as described in the assignment for Practicum Observation Paper.
45 points out of 60 points.
Objective 14 will be evaluated on the completion of a proposed plan for assessing student performance as
described in the assignment for Assessment of Student Performance Plan. 80 points out of 100 points.
Objective 15 will be evaluated on the Final Examination. 70 points out of 100 points.
Objective 15 will be evaluated on the Final Examination.
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STANDARDIZED TEST REVIEW EVALUATION
SCORING RUBRIC
EVALUATIVE
CRITERIA
POINTS
POSSIBLE
TEST BACKGROUND
5
TEST REVIEWER
5
STANDARDIZED/NORMS
5
TEST SCORES
5
RELIABILITY ESTIMATES
5
VALIDITY EVIDENCE
REVIEWERS’ COMMENTS
VALUE =
PASSING =
5
5
35 POINTS
25 POINTS
TEAM TEACHING SCORING RUBRIC
EVALUATIVE CRITERIA
POINTS
POSSIBLE
CONTENT
Demonstrated general knowledge about the topic
20
DELIVERY
Discussed the topic without reading the information word for word
15
HANDOUT
Distributed information that is germane to the topic
10
VALUE =
PASSING =
45 POINTS
35 POINTS
9
STATE MANDATED TEST SCORES REPORTS AND
CLASS PRESENTATION SCORING RUBRIC
EVALUATIVE
CRITERIA
POINTS
POSSIBLE
ALABAMA DIRECT ASSESSMENT OF
WRITING
(2 QUESTIONS)
15
ALABAMA READING AND MATHEMATICS
TEST
(5 QUESTIONS)
25
STANFORD ACHIEVEMENT TEST 10
(2 QUESTIONS)
10
CLASS PRESENTATION
(Brief Overview of Assessments)
10
VALUE =
PASSING =
60 POINTS
45 POINTS
PRACTICUM OBSERVATION PAPER AND
LESSONS LEARNED PRRESENTATION SCORING RUBRIC
EVALUATIVE
CRITERIA
POINTS
POSSIBLE
Content
(Coverage of Assessment and
Measurement Information)
35
Writing Mechanics
(Sentence Structure, Grammar,
Punctuation, and Spelling)
10
Class Presentation
(“Lessons Learned”)
15
VALUE =
PASSING =
60 POINTS
45 POINTS
10
ASSESSMENT OF STUDENT PERFORMANCE PLAN SCORING RUBRIC
EVALUATIVE
Criteria
ACCEPTABLE
Response
EXCELLENT
Response
Monitor Student
Performance
20 pts.
25 pts.
Measure Student
Progress
20 pts.
25 pts.
Provide Student
Feedback
20 pts.
25 pts.
Use Assessment
Results
20 pts.
25 pts.
VALUE =
PASSING =
100 POINTS
80 POINTS
E. GRADING SYSTEM

Grades for this course will be based on the following requirements:

Midterm Examination
Assignments
Final Examination

The final course grade will be the total points earned converted to a letter grade
equivalent as indicated in the following grading scale:
100 points
400 points
100 points
GRADING SCALE
A
B
C
D
F
=
=
=
=
=
11
550 – 600
500 – 549
450 – 499
400 – 449
000 – 399
F. CLASS POLICIES
LATE ASSIGNMENTS

Late Assignments will not be accepted beyond two class sessions beginning
with the due date. The due date counts as the first class session. The next
class session counts as two class sessions.
 Late Assignments will receive 5 points deduced from the total points earned for
any assignment. This policy applies to the policy above.
 Late Assignments will be accepted with no penalty deducted from students who
have obtained an official excuse from the Office of Student Affairs for the date
the assignment was due.
MAKE-UP ASSIGNMENTS
 Make-Up Assignments are granted to students who have obtained an official
excuse from the Office of Student Affairs.
 Make-Up Assignments may be granted to students without an official excuse
from the Office of Students Affairs only at the instructor’s discrepancy.
MAKE-UP EXAMINATIONS

Make-Up Examinations will be given only after the Office of Student Affairs
has granted an official excuse for the date of an exam.
 Make-Up Examinations may be given to a student without an official excuse
from the Office of Student Affairs only at the instructor’s discrepancy.
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G. REQUIRED COURSE TEXTBOOK
Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in teaching (9th ed.).
Upper Saddle River, NJ: Prentice-Hall.
SUPPLEMENTARY REFERENCES
American Educational Research Association, American Psychological Association, &
National Council on Measurement in Education (1999). Standards for educational
and psychological testing. Washington, DC: American Educational Research
Association.
American Federation of Teachers, National Council on Measurement in Education, &
National Education Association (1990). Standards for teacher competence in
educational assessment of students. Washington, DC: American Federation of
Teachers.
Joint Committee on Standards for Educational Evaluation (2003). The student
evaluation standards. Thousand Oaks, CA: Corwin Press.
National Council on Measurement in Education (1995). Code of professional
responsibilities in educational measurement. Washington, DC: Author.
Plake, B. S., Impara, J. C., & Spies, R. A. (Eds.). (2004). The sixteenth mental
measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
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FURTHER READING
Amrein, A. L., & Berliner, D.C. (2003). The effects of high-stakes testing on student
motivation and learning. Educational Leadership, 60(5), 32-38.
Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the
schools (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational
Leadership, 57(5) February: 13-18.
Bhola, D. S., Impara, J. C., & Buckendahl, C. W. (2003). Aligning tests with states’
content standards: Methods and issues. Educational Measurement Issues and
Practices, 22(3), 21-27.
Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of
educational objectives: The classification of educational goals. Handbook I:
Cognitive domain. White Plains, NY: Longman.
Brookhart, S. M. (2004). Grading. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests.
Psychometrika, 16, 297-334.
Doherty, K. M. (2002). Education issues: Assessment. Education Week on the web.
Retrieved May 14, 2003, from www.edweek.org.
Farr, R. C., & Tone, B. (1994). Portfolio and performance assessment: Helping students
evaluate their progress as readers and writers. New York: Harcourt Brace.
Goldberg, M. F. (2004). The test mess. Phi Delta Kappan, 85(5), 361-366.
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Gronlund, N. E. (2002). How to write and use instructional objectives (6th ed.). Upper
Saddle River, NJ: Merrill/Prentice Hall.
Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for
student learning. Thousand Oaks, CA: Corwin Press.
Harrow, A. J. (1972). A taxonomy of the psychomotor domain. New York: David McKay.
Kober, N. (2002). Teaching to the test: The good, the bad, and who’s responsible.
Test Talk for leaders (Issue 1). Washington, DC: Center on Educational Policy.
Retrieved May 13, 2003, from www.cep-dc.org.
Krathwohl, D., Bloom, B., & Masia, B., (1964). Taxonomy of educational objectives:
Book 2: Affective domain. White Plains, NY: Longman.
Kubiszyn, T., & Borich, G. (2007). Educational testing and measurement: Classroom
application and practice (8th ed.). New York: Wiley.
Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of reliability.
Psychometrika, 2, 151-160.
Lyman, H. B. (1998). Test scores and what they mean. Boston: Allyn & Bacon.
Manzo, K. K. (2003). Essay scoring goes digital. Education Week, 22, 39-40, 42.
McMillan, J. H. (2004). Classroom assessment: Principles and practice of effective
instruction (3rd ed.) Boston: Allyn & Bacon.
Millman, J. (1997). Grading teachers, grading schools. Thousand Oaks, CA: Corwin
Press.
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Moskal, B. M. (2000). Scoring rubrics: What, when, and how? Practical Assessment,
Research & Evaluation, 7(3).
Munk, D. D., & Bursuck, W.D. (2003). Grading students with disabilities.
Educational Leadership, 61(2), 38-43.
Nissman, B. (2000). Teacher-tested classroom management strategies. Upper Saddle
River, NJ, Merrill.
Nitko, A. J. (2004). Educational assessment of students (4th ed.). Upper Saddle River,
NJ: Prentice-Hall/Merrill Education.
Popham, W. J. (2000). Modern educational measurement: Practical guidelines for
educational leaders (3rd ed.). Boston: Allyn & Bacon.
Popham, W. J. (2003). Test better, Teach better: The instructional role of assessment.
Alexandria, VA: Association for Supervision and Curriculum Development.
Price, K. M., & Nelson, K. L. (2003). Daily planning for today’s classroom: A guide to
writing lesson and activity plans (2nd ed.). Belmont, CA: Wadsworth Publishing.
Stiggens, R. J. (2001). Student-involved classroom assessment (3rd ed.). Upper Saddle
River, NJ: Merrill Prentice Hall.
Tombari, M., & Borich, G. (1999). Authentic assessment in the classroom. Upper
Saddle River, NJ: Prentice-Hall.
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