Measurement and Assessment in Education
Häftad, Engelska, 2008
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This text employs a pragmatic approach to the study of educational tests and measurement so that teachers will understand essential psychometric concepts and be able to apply them in the classroom.
The principles that guide the development of this text are:
(1) What essential knowledge and skills do classroom teachers need to conduct student assessments in a professional manner?
(2) What does the research on educational assessment tell us? This focus has resulted in a uniquely approachable and technically accurate presentation of the material.
While providing a slightly more technical presentation of measurement and assessment than more basic texts, this text is both approachable and comprehensive. The text includes a gentle introduction to the basic mathematics of measurement, and expands traditional coverage to include a thorough discussion of performance and portfolio assessments, a complete presentation of assessment accommodations for students with disabilities, and a practical discussion of professional best practices in educational measurement.
Produktinformation
- Utgivningsdatum2008-05-08
- Mått190 x 232 x 22 mm
- Vikt800 g
- FormatHäftad
- SpråkEngelska
- Antal sidor552
- Upplaga2
- FörlagPearson Education
- ISBN9780205579341
Tillhör följande kategorier
- Chapter 1: Introduction to Educational Assessment I. IntroductionII. The Language of AssessmentA. Tests, Measurement, & AssessmentB. Types of TestsC. Types of Scores InterpretationsIII. Assumptions of Educational AssessmentA. Psychological and educational constructs exist.B. Psychological and educational constructs can be measured.C. While we can measure constructs, our measurement is not perfect.D. There are different ways to measure any given construct.E. All assessment procedures have strengths and limitations.F. Multiple sources of information should be part of the assessment process.G. Performance on tests can be generalized to non-test behaviors.H. Assessment can provide information that helps educators make better educational decisions.I. Assessments can be conducted in a fair manner.J. Testing and assessment can benefit our educational institutions and society as a whole.IV. Participants in the Assessment ProcessA. People who develop tests.B. People who use tests.C. People who take tests.D. Other people involved in the assessment process.V. Common Application of Educational AssessmentsA. Student EvaluationB. Instructional DecisionsC. Selection, Placement, and Classification DecisionsD. Policy DecisionsE. Counseling and Guidance DecisionsVI. What Teachers Need to Know About AssessmentA. Teachers should be proficient in selecting professionally developed assessmentprocedures that are appropriate for making instructional decisions.B. Teachers should be proficient in developing assessment procedures that areappropriate for making instructional decisions.C. Teachers should be proficient in administering, scoring, and interpretingprofessionally developed and teacher-made assessment procedures.D. Teachers should be proficient in using assessment results when makingeducational decisions.E. Teachers should be proficient in developing valid grading procedures thatincorporate assessment information.F. Teachers should be proficient in communicating assessment results.G. Teachers should be proficient in recognizing unethical, illegal, and otherinappropriate uses of assessment procedures or information.VII. Educational Assessment in the 21st CenturyA. Computerized Adaptive Testing (CAT) and Other Technological Advances.B. Authentic AssessmentsC. Educational Accountability and High-Stakes AssessmentD. Trends in the Assessment of Students with DisabilitiesVIII. SummaryTablesA. Table 1.1: Major Categories of TestsB. Table 1.2: Norm- and Criterion-Referenced ScoresC. Table 1.3: Assumptions of Educational AssessmentD. Table 1.4: Common Applications of Educational AssessmentsE. Table 1.5: Teacher Competencies in Educational AssessmentSpecial Interest TopicsA. Special Interest Topic 1.1: Cognitive Diagnostic Assessment — Another Step Toward Unifying Assessment and InstructionB. Special Interest Topic 1.2: Technology and Assessment in the SchoolsC. Special Interest Topic 1.3: Princeton Review's Rankings of High-Stakes Testing ProgramsD. Special Interest Topic 1.4: The “Nation's Report Card”E. Special Interest Topic 1.5: What Does the 21st Century Hold for the Assessment Profession?Chapter 2: The Basic Mathematics of MeasurementI. The Role of Mathematics in AssessmentII. Scales of MeasurementA. What is Measurement?B. Nominal ScalesC. Ordinal ScalesD. Interval ScalesE. Ratio ScalesIII. The Description of Test ScoresA. DistributionsB. Measures of Central TendencyC. Measures of VariabilityIV. Correlation CoefficientsA. ScatterplotsB. Correlation and PredictionC. Types of Correlation CoefficientsD. Correlation and CausalityV. SummaryTablesTable 2.1: Common Nominal, Ordinal, Interval, & Ratio ScalesTable 2.2: Distribution of Scores for 20 StudentsTable 2.3: Ungrouped Frequency DistributionTable 2.4: Group Frequency DistributionTable 2.5: Calculating the Standard Deviation and VarianceTable 2.6: Calculating a Pearson Correlation CoefficientFiguresFigure 2.1: Graph of the Homework ScoresFigure 2.2: Hypothetical Distribution of Large Standardization SampleFigure 2.3: Negatively Skewed DistributionFigure 2.4: Positively Skewed DistributionFigure 2.5: Bimodal DistributionFigure 2.6: Relationship between Mean, Median, and Mode in Normal and Skewed DistributionsFigure 2.7: Three Distributions with Different Degrees of VariabilityFigure 2.8: Scatterplots of Different Correlation CoefficientsSpecial Interest TopicsSpecial Interest Topic 2.1: Population Parameters and Sample StatisticsSpecial Interest Topic 2.2: A Public Outrage: Physicians Overcharge Their PatientsSpecial Interest Topic 2.3: Is the Variance Always Larger Than the Standard Deviation?Special Interest Topic 2.4: Caution: Drawing Conclusions of CausalityChapter 3: The Meaning of Test ScoresI. IntroductionII. Norm-Referenced & Criterion-Referenced Score InterpretationsA. Norm-Referenced InterpretationsB. Criterion-Referenced InterpretationsIII. Norm-Referenced, Criterion-Referenced, or Both?IV. Qualitative Description of ScoresV. SummaryTablesTable 3.1: Transforming Raw Scores to Standard ScoresTable 3.2: Relationship of Different Standard Score FormatsTable 3.3: Converting Standard Scores From One Format to AnotherTable 3.4: Characteristics of Norm-Referenced and Criterion-Referenced ScoresFiguresFigure 3.1: Illustration of the Normal DistributionFigure 3.2: Normal Distribution with Mean, Standard Deviation, & Percentages.Figure 3.3: Normal Distribution Illustrating the Relationship among Standard Scores.Special Interest Topics Special Interest Topic 3.1: The “Flynn Effect.” Special Interest Topic 3.2: Whence the Normal Curve?Special Interest Topic 3.3: Why do IQ Tests use a Mean of 100 and Standard Deviation of 15?Special Interest Topic 3.4: The History of Stanine ScoresSpecial Interest Topic 3.5: Every Child on Grade Level?Chapter 4: Reliability for TeachersI. IntroductionII. Errors of MeasurementA. Sources of Measurement ErrorIII. Methods of Estimating ReliabilityA. Test-Retest ReliabilityB. Alternate Form ReliabilityC. Internal Consistency ReliabilityD. Inter-Rater ReliabilityE. Reliability of Composite ScoresF. Selecting a Reliability CoefficientG. Evaluating Reliability CoefficientsH. How to Improve ReliabilityI. Special Problems in Estimating ReliabilityIV. The Standard Error of MeasurementA. Evaluating the Standard Error of MeasurementV. Reliability: Practical Strategies for TeachersVI. SummaryTablesTable 4.1: Major Types of ReliabilityTable 4.2: Half-Test Coefficients and Corresponding Full-Test Coefficients Correctedwith the Spearman-Brown FormulaTable 4.3: Calculation of KR 20Table 4.4: Calculation of Coefficient AlphaTable 4.5: Calculating Inter-Rater AgreementTable 4.6: Source of Error Variance Associated with Major Types of ReliabilityTable 4.7: Reliability Expected When Increasing the Numbers of ItemsTable 4.8: Standard Errors of Measurement for Values of Reliability and Standard DeviationsTable 4.9: Reliability Estimates for Tests with a Mean of 80%FiguresFigure 4.1: Partitioning the VarianceSpecial Interest TopicsSpecial Interest Topic 4.1: Generalizability TheorySpecial Interest Topic 4.2: Consistency of Classification with Mastery TestsSpecial Interest Topic 4.3: A Quick Way To Estimate Reliability for Classroom ExamsChapter 5: Validity for TeachersI. IntroductionA. Threats to ValidityB. Reliability & ValidityII. "Types of Validity" versus "Types of Validity Evidence"III. Types of Validity EvidenceA. Evidence Based on Test ContentB. Evidence Based on Relations to Other VariablesC. Evidence Based on Internal StructureD. Evidence Based on Response ProcessesE. Evidence Based on Consequences of TestingF. Integrating Evidence of ValidityIV. Validity: Practical Strategies for TeachersV. Chapter SummaryTablesTable 5.1: Tracing Historical Trends in the Concept of ValidityTable 5.2: Sources of Validity EvidenceFiguresFigure 5.1: Illustration of Item RelevanceFigure 5.2: Illustration of Content CoverageFigure 5.3: Predictive and Concurrent StudiesFigure 5.4: Graph of a Regression LineSpecial Interest TopicSpecial Interest Topic 5.1: Regression, Prediction, and Your First Algebra ClassChapter 6: Item Analysis for TeachersI. IntroductionII. Item Difficulty Index (or Item Difficulty Level)A. Special Assessment Situations and Item DifficultyIII. Item DiscriminationA. Item Discrimination on Mastery TestsB. Difficulty and Discrimination on Speed TestsIV. Distracter AnalysisA. How Distracters Influence Item Difficulty and DiscriminationV. Item Analysis: Practical Strategies for TeachersVI. Using Item Analysis to Improve ItemsVII. Item Analysis and Performance AssessmentsVIII. Qualitative Item AnalysisIX. Using Item Analysis to Improve Classroom InstructionX. SummaryTablesTable 6.1: Optimal p Values for Items with Varying Numbers of ChoicesTable 6.2: Guidelines for Evaluating D ValuesTable 6.3: Maximum D Values at Different Difficulty LevelsTable 6.4: Two Examples of Test Scoring and Item Analysis ProgramsSpecial Interest TopicsSpecial Interest Topic 6.1: Item Difficulty Indexes and Power TestsSpecial Interest Topic 6.2: Item Analysis for Constructed Response ItemsSpecial Interest Topic 6.3: Developing a Test BankChapter 7: The Initial Steps in Developing a Classroom Test: Deciding What to Test and How to Test ItI. IntroductionII. Characteristics of Educational ObjectivesIII. Taxonomy of Educational ObjectivesA. Cognitive DomainB. Affective DomainC. Psychomotor DomainIV. Behavioral versus Nonbehavioral Educational ObjectivesV. Writing Educational ObjectivesVI. Developing a Table of SpecificationsVII. Implementing the Table of Specifications and Developing an AssessmentA. Norm-Referenced versus Criterion-Referenced AssessmentB. Selecting which types of items to useC. Putting the Assessment TogetherVIII. Preparing your Students and Administering the Assessment.IX. SummaryTablesTable 7.1: Bloom's Taxonomy of Educational ObjectivesTable 7.2: Krathwohl's Taxonomy of Affective ObjectivesTable 7.3: Harrow's Taxonomy of Psychomotor ObjectivesTable 7.4: Learning Objectives for Chapter 2: The Basic Math of MeasurementTable 7.5: Table of Specifications for Test on Chapter 2: Based on Content AreasTable 7.6: Table of Specifications for Test on Chapter 2: Content Areas with PercentagesTable 7.7: Strengths and Weaknesses of Selected-Response ItemsTable 7.8: Strengths and Weaknesses of Constructed-Response ItemsTable 7.9: Practical Suggestions for Assembling an AssessmentSpecial Interest TopicsA. Special Interest Topic 7.1: Suggestions for Reducing Test Anxiety.B. Special Interest Topic 7.2: Strategies for Preventing CheatingChapter 8: The Development and Use of Selected-Response Items I. IntroductionII. Multiple-choice ItemsA. Guidelines for Developing Multiple-choice ItemsB. Strengths and Weaknesses of Multiple-choice ItemsIII. True-False ItemsA. Guidelines for Developing Multiple-choice ItemsB. Strengths and Weaknesses of Multiple-choice ItemsIV. Matching ItemsA. Guidelines for Developing Matching ItemsB. Strengths and Weaknesses of Matching ItemsV. SummaryTablesTable 8.1: Checklist for the Development of Multiple-choice ItemsTable 8.2: Strengths and Weaknesses of Multiple-choice ItemsTable 8.3: Checklist for the Development of True-False ItemsTable 8.4: Strengths and Weaknesses of True-False ItemsTable 8.5: Checklist for the Development of Matching ItemsTable 8.6: Strengths and Weaknesses of Matching ItemsSpecial Interest TopicsSpecial Interest Topic 8.1: Do Multiple-choice Items Penalize Creative Students?Special Interest Topic 8.2: Correction for GuessingSpecial Interest Topic 8.3: What research says about "Changing your answer?"Chapter 9: The Development and Use of Constructed-Response Items I. IntroductionII. Oral Testing: The Oral Essay as a Precursor of Constructed-Response ItemsIII. Essay ItemsA. Purposes of Essay ItemsB. Essay Items at Different Levels of ComplexityC. Restricted-Response versus Extended-Response EssaysD. Guidelines for Developing Essay ItemsE. Strengths and Weaknesses of Essay ItemsF. Guidelines for Scoring Essay ItemsIII. Short-Answer ItemsA. Guidelines for Developing Short-Answer ItemsB. Strengths and Weaknesses of Short-Answer ItemsIV. A Final Note: Constructed-Response versus Selected-Response ItemsV. SummaryTablesTable 9.1: Purposes of Essay TestingTable 9.2: Guidelines for the Development of Essay ItemsTable 9.3: Strengths and Weaknesses of Essay ItemsTable 9.4: Holistic Scoring RubricTable 9.5: Analytic Scoring RubricTable 9.6: Guidelines for Scoring Essay ItemsTable 9.7: Guidelines for the Development of Short-Answer ItemsTable 9.8: Strengths and Weaknesses of Short-Answer ItemsSpecial Interest TopicsSpecial Interest Topic 9.1: Computer Scoring of Essay ItemsChapter 10: Performance Assessments & Portfolios I. Introduction - What Are Performance Assessments?II. Guidelines for Developing Effective Performance AssessmentsA. Selecting Appropriate Performance TasksB. Developing InstructionsC. Developing Procedures for Scoring ResponsesD. Implementing Procedures to Minimize Errors in RatingIII. Strengths & Weaknesses of Performance AssessmentsIV. PortfoliosV. Guidelines for Developing Portfolio AssessmentsVI. Strengths & Weaknesses of PortfoliosVII. SummaryList of TablesTable 10.1: Guidelines for Selecting Performance Tasks.Table 10.2: Guidelines for Developing Instructions for Performance Assessments.Table 10.3: Example of a Rating Scale using Verbal DescriptionsTable 10.4: Example of a Numerical Rating ScaleTable 10.5: Example of a Graphic Rating ScaleTable 10.6: Example of a Descriptive Graphic Rating ScaleTable 10.7: Example of a Checklist Used with Preschool ChildrenTable 10.8: Guidelines for Developing and Implementing Scoring ProceduresTable 10.9: Strengths & Weaknesses of Performance AssessmentsTable 10.10: Guidelines for Developing Portfolio AssessmentsTable 10.11: Strengths and Weaknesses of Portfolios AssessmentsSpecial Interest TopicsSpecial Interest Topic 10.1: Example of a Performance Assessment in MathematicsSpecial Interest Topic 10.2: Reliability Issues in Performance AssessmentsSpecial Interest Topic 10.3: Performance Assessments in High-Stakes Testing.Chapter 11: Assigning Grades on the Basis of Classroom Assessments
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