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Educational Testing and Measurement

Educational Testing and Measurement


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About the Book

Educational Testing and Measurement: Classroom Application and Practice, 11th Edition by Tom Kubiszyn and Gary D. Borich, serves as an up-to-date, practical, reader-friendly resource that will help readers navigate today's seemingly ever-changing and complex world of educational testing, assessment, and measurement. The 11th edition presents a balanced perspective of educational testing and assessment, informed by developments and the ever increasing research base.

Table of Contents:
Chapter 1 An Introduction To Contemporary Educational Testing and Measurement 1 Tests are Only Tools; Their Usefulness Can Vary 2 Why We Developed This Text: Enhancing Test Usefulness 3 Technical Adequacy 3 Test User Competency 4 Matching the Test’s Intended Purpose 4 Matching Diverse Test-Takers to the Test 5 Test Results and Diversity Considerations 6 Tests are Only Tools: A Video Beats a Photo 7 The Difference Between Testing/Assessment and The Assessment Process 8 Tests and Assessments 9 Assessment Process 9 Types of Tests/Assessments 10 Objective, Essay, and Performance/Portfolio Tests/Assessments 11 Teacher-Made and Standardized Tests 12 Norm-Referenced Tests (NRTs) and Criterion-Referenced Tests (CRTs) 12 Curriculum-Based Measurements (CBMs) 13 Effects on the Classroom Teacher 13 About the Text 15 What If You Are “No Good in Math”? 16 Summary 16 For Discussion and Practice 17 Chapter 2 National Developments: Impact On Classroom Testing and Measurement 19 Education Reform 21 Regular Education Reform 21 Special Education Reform 23 Merging Regular and Special Education Reform: IDEIA and NCLB 24 Standards-Based Reform 25 Race to the Top (RTT) 27 The Future: NCLB, RTT, CCSS, and the CCSS-Aligned Tests 28 Other Trends: Computer-Adaptive Achievement Testing 29 Globalization and International Competitiveness 30 Competency Testing for Teachers 31 Teacher Evaluation Based on Student Test Scores: Value-Added Models (VAM) 32 Increased Interest from Professional Groups 32 A Professional Association–Book Publisher Information Initiative 33 Summary 33 For Discussion and Practice 35 Chapter 3 Response To Intervention (RTI) and the Regular Classroom Teacher 36 What is RTI? 37 What If You Have Not Heard of RTI Before? 37 How New is RTI? 38 Why Do Regular Education Teachers Need to Know About RTI? 38 An RTI Scenario 38 How Important is RTI to Regular Education Teachers? 40 How is RTI Supposed to Help Students and Schools? 41 RTI Definitions, Components, and Approaches 42 RTI Definitions 42 RTI Components 43 RTI Approaches 48 How Widely is RTI Being Implemented? 50 Some Benefits of RTI 51 RTI: The Promise and Some Controversies 52 Technical Issues: Reliability, Validity, and Fairness 52 Implementation Issues 52 Summary 53 For Discussion and Practice 54 Chapter 4 Testing and Educational Decision Making 56 Testing, Accountability, and The Classroom Teacher 57 Special Learners, the Regular Curriculum, and Annual Assessments 58 Types of Educational Decisions 59 A Pinch of Salt 62 “Pinching” in the Classroom 63 What to Measure 64 How to Measure 65 Written Tests 65 Summary 66 For Discussion and Practice 67 Chapter 5 Norm-Referenced and Criterion-Referenced Tests and Content Validity Evidence 68 Defining Norm-Referenced (NRT) and Criterion-Referenced (CRT) Tests 69 Comparing NRTs and CRTs 72 Differences in The Construction of NRTs and CRTs 73 NRTs, CRTs, and Linguistic and Cultural Diversity 74 NRTs, CRTs, and Validity Evidence 75 A Three-Stage Model of Classroom Measurement 76 Why Objectives? Why Not Just Write Test Items? 78 Where Do Goals Come From? 79 Are There Different Kinds of Goals and Objectives? 81 How Can Instructional Objectives Make a Teacher’s Job Easier? 83 Summary 84 For Discussion and Practice 86 Chapter 6 Measuring Learning Outcomes 87 Writing Instructional Objectives 88 Identifying Learning Outcomes 88 Identifying Observable and Directly Measurable Learning Outcomes 89 Stating Conditions 90 Stating Criterion Levels 90 Keeping It Simple and Straightforward 91 Matching Test Items to Instructional Objectives 92 Taxonomy of Educational Objectives 94 Cognitive Domain 94 Affective Domain 97 The Psychomotor Domain 99 The Test Blueprint 100 Content Outline 102 Categories 102 Number of Items 102 Functions 102 Summary 104 For Discussion and Practice 104 Chapter 7 Writing Objective Test Items 106 Which Format? 107 True–False Items 108 Suggestions for Writing True–False Items 110 Matching Items 111 Faults Inherent in Matching Items 111 Suggestions for Writing Matching Items 114 Multiple-Choice Items 114 Higher-Level Multiple-Choice Questions 119 Suggestions for Writing Multiple-Choice Items 123 Completion Items 123 Suggestions for Writing Completion Items 125 Gender and Racial Bias in Test Items 126 Guidelines for Writing Test Items 127 Advantages and Disadvantages of Different Objective Item Formats 128 True–False Tests 128 Matching Tests 129 Multiple-Choice Tests 129 Completion Tests 129 Summary 130 For Discussion and Practice 130 Chapter 8 Writing Essay Test Items 132 What is An Essay Item? 133 Essay Items Should Measure Complex Cognitive Skills or Processes 134 Essay Items: Extended or Restricted Response 135 Examples of Restricted Response Essays 136 Pros and Cons of Essay Items 138 Advantages of the Essay Item 138 Disadvantages of the Essay Item 138 Suggestions for Writing Essay Items 139 Scoring Essay Questions 140 Scoring Extended Response and Higher-Level Questions 142 General Essay Scoring Suggestions 146 Assessing Knowledge Organization 147 Open-Book Questions and Exams 149 Some Open-Book Techniques 149 Guidelines for Planning Essays, Knowledge Organization, and Open-Book Questions and Exams 153 Summary 154 For Discussion and Practice 155 Chapter 9 Performance-Based Assessment 156 Performance Tests: Direct Measures of Competence 157 Performance Tests Can Assess Processes and Products 157 Performance Tests Can Be Embedded in Lessons 158 Performance Tests Can Assess Affective and Social Skills 158 Developing Performance Tests for Your Learners 160 Step 1: Deciding What to Test 160 Step 2: Designing the Assessment Context 162 Step 3: Specifying the Scoring Rubrics 165 Step 4: Specifying Testing Constraints 170 A FinalWord 171 Summary 172 For Discussion and Practice 173 Chapter 10 Portfolio Assessment 174 Rationale for the Portfolio 175 Ensuring Validity of the Portfolio 176 Developing Portfolio Assessments 176 Step 1: Deciding on the Purposes for a Portfolio 177 Step 2: Identifying Cognitive Skills and Dispositions 177 Step 3: Deciding Who Will Plan the Portfolio 177 Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product 178 Step 5: Building the Portfolio Rubrics 179 Step 6: Developing a Procedure to Aggregate All Portfolio Ratings 184 Step 7: Determining the Logistics 185 Summary 188 For Discussion and Practice 189 Chapter 11 Administering, Analyzing, and Improving the Test or Assessment 190 Assembling the Test 191 Packaging the Paper-and-Pencil Test 191 Administering the Test 193 Scoring the Test 195 Analyzing the Test 196 Quantitative Item Analysis 196 Qualitative Item Analysis 202 Item Analysis Modifications for the Criterion-Referenced Test 203 Debriefing 207 Debriefing Guidelines 208 The Process of Evaluating Classroom Achievement 209 Summary 210 For Discussion and Practice 212 Chapter 12 Marks and Marking Systems 213 What is the Purpose of a Mark? 213 Why Be Concerned about Marking? 214 What Should a Mark Reflect? 214 Marking Systems 215 Types of Comparisons 216 Types of Symbols 219 Combining and Weighting the Components of a Mark 221 Who is the Better Teacher? 221 Combining Grades into a Single Mark 223 Practical Approaches to Equating Before Weighting in the Busy Classroom 225 Front-End Equating 226 Back-End Equating 226 Summary 229 For Discussion and Practice 230 Chapter 13 Summarizing Data and Measures of Central Tendency 231 What Are Statistics? 232 Why Use Statistics? 233 Tabulating Frequency Data 233 The List 234 The Simple Frequency Distribution 234 The Grouped Frequency Distribution 235 Steps in Constructing a Grouped Frequency Distribution 237 Graphing Data 239 The Bar Graph, or Histogram 240 The Frequency Polygon 240 The Smooth Curve 243 Measures of Central Tendency 246 The Mean 246 The Median 248 The Mode 252 The Measures of Central Tendency in Various Distributions 254 Summary 255 For Discussion and Practice 257 Chapter 14 Variability, The Normal Distribution, and Converted Scores 258 The Range 259 The Semi-Interquartile Range (SIQR) 260 The Standard Deviation 261 The Deviation Score Method for Computing the Standard Deviation 264 The Raw Score Method for Computing the Standard Deviation 265 The Normal Distribution 267 Properties of the Normal Distribution 268 Converted Scores 270 z-Scores 273 T-Scores 277 Summary 278 For Discussion and Practice 278 Chapter 15 Correlation 280 The Correlation Coefficient 282 Strength of a Correlation 282 Direction of a Correlation 282 Scatterplots 283 Where Does r Come From? 285 Causality 286 Other Interpretive Cautions 287 Summary 289 For Discussion and Practice 290 Chapter 16 Validity Evidence 292 Why Evaluate Tests? 292 Types of Validity Evidence 293 Content Validity Evidence 293 Criterion-Related Validity Evidence 294 Construct Validity Evidence 295 What Have We Been Saying? A Review 296 Interpreting Validity Coefficients 298 Content Validity Evidence 298 Concurrent and Predictive Validity Evidence 298 Summary 302 For Discussion and Practice 302 Chapter 17 Reliability 304 Methods of Estimating Score Reliability 305 Test–Retest or Stability 305 Alternate Forms or Equivalence 306 Internal Consistency 306 Interpreting Reliability Coefficients 309 Summary 312 For Discussion and Practice 313 Chapter 18 Accuracy and Error 315 Error—What is It? 316 The Standard Error of Measurement 317 Using the Standard Error of Measurement 318 More Applications 321 Standard Deviation or Standard Error of Measurement? 323 Why All the Fuss About Error? 324 Error Within Test-Takers 324 Error Within the Test 324 Error in Test Administration 325 Error in Scoring 325 Sources of Error Influencing Various Reliability Coefficients 325 Test–Retest 325 Alternate Forms 326 Internal Consistency 326 Band Interpretation 328 Steps: Band Interpretation 329 A Final Word 332 Summary 332 For Discussion and Practice 333 Chapter 19 Standardized Tests 335 What is a Standardized Test? 337 Do Test Stimuli, Administration, and Scoring Have to Be Standardized? 338 Standardized Testing: Effects of Accommodations and Alternative Assessments 339 Uses of Standardized Achievement Tests 340 Will Performance and Portfolio Assessment Make Standardized Tests Obsolete? 341 Administering Standardized Tests 341 Types of Scores Offered for Standardized Achievement Tests 343 Grade Equivalents 343 Age Equivalents 344 Percentile Ranks 345 Standard Scores 346 The Norms Table 347 Interpreting a Norms Table 349 Interpreting Standardized Tests: Test and Student Factors 350 Test-Related Factors 351 Student-Related Factors 354 Aptitude–Achievement Discrepancies 358 Interpreting Standardized Tests: Parent–Teacher Conferences and Educational Decision Making 361 An Example: Pressure to Change an Educational Placement 361 Interpreting Standardized Tests: Score Reports from Publishers 366 Report-Based Interpretive Scenarios 371 Authors’ Responses 372 Summary 373 For Discussion and Practice 375 Chapter 20 Types of Standardized Tests 377 Standardized Achievement Tests 378 Achievement Test Batteries, or Survey Batteries 379 Single-Subject Achievement Tests 380 Diagnostic Achievement Tests 380 Standardized Academic Aptitude Tests 381 The History of Academic Aptitude Testing 381 Stability of IQ Scores 382 What Do IQ Tests Predict? 383 Individually Administered Academic Aptitude Tests 384 Group-Administered Academic Aptitude Tests 384 Standardized Personality Assessment Instruments 385 What is Personality? 385 Objective Personality Tests 386 Projective Personality Tests 387 Summary 388 For Discussion and Practice 389 Chapter 21 In The Classroom: A Summary Dialogue 390 Appendix A Math Skills Review 396 Appendix B Answers For Discussion or Practice Questions 402 Suggested Readings 408 References 413 Credits 418 Index 419


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Product Details
  • ISBN-13: 9781119239154
  • Publisher: John Wiley & Sons Inc
  • Publisher Imprint: John Wiley & Sons Inc
  • Height: 252 mm
  • No of Pages: 448
  • Returnable: N
  • Weight: 862 gr
  • ISBN-10: 111923915X
  • Publisher Date: 20 Jul 2020
  • Binding: Paperback
  • Language: English
  • Returnable: N
  • Spine Width: 25 mm
  • Width: 201 mm


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