*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