Chapter 11

• Discuss the importance to teachers of classroom management.
• Describe the changes that have occurred in our society and in our schools.
• Discuss the goals of classroom management.
• Describe how effective teachers manage their students.
• Discuss the role of good planning in classroom management.
• Discuss procedures and rules in classroom management.
• Discuss how to respond to broken rules.
• Describe age-related issues in managing students.
• Discuss the importance of good communication in maintaining control and preventing problems.
• Describe how to respond to student misbehavior.
• Describe general behavioral influence techniques of classroom management.
• Discuss how to cope with violence in school.
• Describe group consequence systems.
• Explain the token reinforcement system.
• Describe contingency contract systems.

Chapter 13

• Discuss the importance to teachers of understanding standardized testing.
• Explain what a standardized test is.
• Describe the two basic types of intelligence tests and give examples of each.
• Compare and contrast the two types of intelligence test scores given in the textbook.
• Describe tests of aptitude versus tests of interests.
• Define and give examples of tests of achievement.
• Explain how to assess test quality.
• Compare and contrast population with sample.
• Explain reliability, and give examples of three types of reliability.
• Explain validity and give examples of three types of validity.
• Discuss the statistical concepts underlying test scores.
• Describe the five types of scores teachers are expected to interpret from standardized tests.
• Define test bias in three different ways.
• Discuss three aspects of culture that apply to the context of standardized testing.
• Describe two of the more common ways in which standardized test scores are misused in American schools.
• Describe the most important new trend in standardized testing.

Chapter 14

• Discuss the importance to teachers of classroom assessments.
• Compare and contrast formal assessments with informal assessments.
• Explain the concept of evaluating student achievement.
• Compare and contrast formative assessment with summative assessment.
• Compare and contrast norm-referenced assessment with criterion-referenced assessment.
• Describe how the goals of assessment affect how students study and what they learn.
• Explain the goals and types of traditional assessment.
• Discuss how to decide which material a test should cover.
• Discuss the when and how of testing.
• Describe how to develop five different types of objective test questions.
• Describe how to develop, and then evaluate, essay tests.
• Explain the rationale of using authentic assessments.
• Define characteristics of good authentic assessments.
• Describe two kinds of portfolios and how portfolios are created.
• Describe exhibitions as a form of authentic assessment.
• Discuss how to evaluate performance on authentic assessments.
• Describe how your grading system impacts student learning.
• Discuss the general grading guidelines of expert teachers.
• Compare and contrast criterion-referenced grading systems with norm-referenced grading systems.
• Describe total-point grading systems.
• Describe percentage grading systems.