I. An Overview : 1. A perspective on educational assessment ; II. Planning for Instrument Develoopment : 2. The nature and specification of cognitve and psychomotor learning outcomes -- 3. The nature and specification of affective learning outcomes -- 4. Planning for the development, administration, and scoring of the measuring instrument ; III. Instrument Development : 5. Constructing short-answer achievement test items -- 6. Constructing and scoring essay items and tests -- 7. General considerations in developing measures of affective learning outcomes -- 8. The development of self-report affective items and inventories ; IV Summarizing and Interpreting Test Performances : 9. Describing test performances -- 10. Interpreting test performances ; V. Instrument Refinement : 11. Assessing reliability and validity -- 12. Analyzing achievement item characteristics ; VI. Other Sources and Uses of Assessment Data : 13. The development and application of criterion-referenced measures -- 14. Assessing cognitive learning outcomes with standardized achievement tests -- 15. Assessing effective learning outcomes with standardized instruments -- 16. Assessing effective, performance, and product outcomes by direct observations -- 17. Using assessment data in reporting and marking -- 18. Testing and the concerns of individuals and society -- References -- Appendices : A. Table of Normal Deviates (z) Corresponding to Proportions (p) and Products pq of a Dichotomized Unit Normal Distribution -- B. Squares and Square Roots of the Numbers from 1 to 1000 -- C. Relationships Among T Scores, z Scores, and Percentile Ranks when Raw Scores are Normally Distributed -- D. Selected List of Test Publishers -- E. Glossary of Measurement, Evaluation, and Testing Terms -- Subject and Test Index -- Name Index.