*Please note, the page numbers in bold are corrections to the printed text.
Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Chapter 1: The Role of Assessment in Instruction – page 1
Chapter 2: The Language of Assessment – page 9
Chapter 3: Developing Instructional Objective - page 27
Chapter 4: Assessing Critical Thinking – page 49
Chapter 5: Implementing Systematic Test Development - page 63
Chapter 6: Selected-Response Format: Developing Multiple-Choice Items - page 81
Chapter 7: Writing Critical Thinking Multiple-Choice Items – page 125
Chapter 8: Selected-Response Format: Developing True-False and Matching Items – page 135
Chapter 9: Constructed-Response Format: Developing Short-Answer and Essay Items – page 153
Chapter 10: Assembling, Administering, and Scoring a Test – page 171
Chapter 11: Preparing Students for the Licensure Exam: The Importance of NCLEX – page 195
Chapter 12: Establishing Evidence of Reliability and Validity – page 219
Chapter 13: Interpreting Test Results – page 235
Chapter 14: Laboratory and Clinical Evaluation - page 253
Chapter 15: Assigning Grades - page 269
Chapter 16: Instituting Item Banking and Test Development Software –page 285
References - page 309
Appendices - page 319
Index – page 345
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