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Educational and Psychological Measurement and Evaluation

by: Hopkins, Kenneth

Educational and Psychological Measurement and Evaluation

by: Hopkins, Kenneth

ISBN 13:
9780205160877
ISBN 10:
0205160875
Edition: 8th
Format: Paperback
Copyright: 11/06/1997
Publisher: Pearson

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Summary

Going into its eighth edition, this book is a classic in the field of educational measurement. It was written from the point of view of the classroom teacher to answer the question, "What does a teacher need to know about the development and evaluation of educational measures and assessments?"This book fosters an understanding of how assessment and instruction are interrelated. It also cultivates learning the techniques and skills needed to develop tests and other evaluation procedures (e.g. portfolios), as well as teaches students to understand how to evaluate the validity and reliability of tests. Unlike many books in educational measurement, this book also gives readers what they need to know to properly interpret the results from standardized achievement and scholastic aptitude tests. Topics include: test reliability and validity; meaning and application of the norms; extraneous factors that influence performance of cognitive tests; the development of educational measures; and more.Teachers, principals, and counselors.

PREFACE

PART I BASIC CONCEPTS

(156)

1 MEASUREMENT: ITS NATURE AND FUNCTION

(17)

1.1 Assessment and Measurement

(1)

1.2 How much Precision is Needed?

(1)

1.3 Variables That Are Not Directly Observable

(1)

1.4 Observation and Quantification

(1)

1.5 The Paradox of Testing

(2)

1.6 The Respectful Use of Tests

(1)

1.7 Measurement and Evaluation in the Educational Process

(1)

1.8 Subjectivity and Objectivity

(1)

1.9 Educational Decisions Founded on Evaluation

(1)

1.10 Essential Knowledge and Skills

(2)

1.11 The Goals and Functions of Testing

(1)

1.12 Instructional Functions

(2)

1.13 Administrative Functions

(2)

1.14 Research and Evaluation

(1)

1.15 Guidance Functions

(1)

Chapter Test

(2)

2 COMMUNICATING INFORMATION: INTERPRETATION OF QUANTITATIVE DATA

(21)

2.1 Introduction

(1)

2.2 Frequency Distributions, Central Tendency, and Skewness

(6)

2.3 Classification and Tabulation

(1)

2.4 The Ungrouped Frequency Distribution

(1)

2.5 Central Tendency and Variability

(1)

2.6 The Median

(1)

2.7 The Mean

(2)

2.8 The Mode

(1)

2.9 Comparisons of the Mean, Median, and Mode

(1)

2.10 Measures of Variability

(3)

2.11 The Meaning of Variability

(1)

2.12 The Range

(1)

2.13 The Variance and Standard Deviation

(1)

2.14 Which Measure is Best

(1)

Chapter Test

(3)

3 THE MEANING AND APPLICATION OF NORMS

(33)

3.1 Introduction

(3)

3.2 Norms Are Not Standards

(1)

3.3 The Normal Distribution

(9)

3.4 Many Measures Report Scores That Are Based on the Normal Curve

(1)

3.5 Standard Scores Are Useful in Describing Performance

(1)

3.6 z-Scores

(1)

3.7 The T-Scale

(1)

3.8 Stanines

(2)

3.9 Normal Curve Equivalent (NCE) Scores

(1)

3.10 Norms Provide a Means of Comparison with a Reference Group

(1)

3.11 A Representative Sample Is Needed for Accurate Norms

(4)

3.12 Norms Should Be Relevant

(3)

3.13 Norms Should be Current

(3)

Chapter Test

(4)

4 TEST VALIDITY

(36)

4.1 Introduction

(1)

4.2 Content Validity

(5)

4.3 Criterion-Related Validity

(1)

4.4 Correlation and Prediction

(5)

4.5 The Concept of Correlation

(1)

4.6 Correlation and Scatterplots

(2)

4.7 Interpreting Correlation Coefficients

(2)

4.8 Correlation Versus Causation

(1)

4.9 Influence of Sample Size, N

(2)

4.10 Validity Coefficients

(1)

4.11 Some Examples of Criterion-Related Validity

(2)

4.12 Another Example of Predictive Validity

(2)

4.13 How Large Does a Validity Coefficient Need to Be?

(1)

4.14 Expectancy Tables

(1)

4.15 Concurrent Validity

(1)

4.16 Validity Consequences of the Reliability of the Criterion

(1)

4.17 The Effect of Restricted Variability on Criterion-Related Validity

(2)

4.18 Construct Validity

(3)

Chapter Test

102

(6)

5 TEST RELIABILITY

108

(29)

5.1 Introduction

108

(2)

5.2 Errors of Measurement and Reliability

110

(1)

5.3 Reliability and True Scores

110

(3)

5.4 True Scores

113

(1)

5.5 The Standard Error of Measurement

114

(1)

5.6 The Standard Deviation (XXX) and the Standard Error of Measurement (XXX(e))

114

(1)

5.7 Some Test Theory

115

(2)

5.8 Index of Reliability Versus Reliability Coefficient

117

(1)

5.9 Regression Toward the Mean

118

(1)

5.10 Estimating True Scores from Observed Scores

118

(3)

5.11 Test Length, Reliability, and the Spearman-Brown Prophecy Formula

121

(1)

5.12 Test Length and XXX(e)

122

(1)

5.13 Estimating Reliability: The Test-Retest Method

122

(3)

5.14 Parallel-Form Reliability

125

(1)

5.15 The Split-Half Method

125

(1)

5.16 Reliability via Internal Consistency

126

(1)

5.17 Kuder-Richardson Formula 20

127

(1)

5.18 Coefficient Alpha

128

(1)

5.19 Kuder-Richardson Formula 21

128

(1)

5.20 Speeded Tests

129

(1)

5.21 What Is a High Reliability Coefficient?

130

(2)

5.22 Chapter Test

132

(5)

6 EXTRANEOUS FACTORS THAT INFLUENCE PERFORMANCE ON COGNITIVE TESTS

137

(20)

6.1 Introduction

137

(1)

6.2 Test Sophistication, Practice, and Coaching

138

(1)

6.3 Practice

139

(1)

6.4 Coaching

140

(1)

6.5 Anxiety and Motivation

141

(1)

6.6 Response Styles

142

(1)

6.7 The Speed-Versus-Accuracy Set

143

(1)

6.8 The Acquiescence Set

143

(1)

6.9 The Positional-Preference Set

144

(1)

6.10 The Option-Length Set

144

(1)

6.11 The Set to Gamble

144

(1)

6.12 Corrective Measures for the Gambling Set

145

(4)

6.13 Elimination Scoring and Answer-Until-Correct Procedures

149

(1)

6.14 Confidence Scoring

149

(1)

6.15 Some Conclusions Regarding Response Sets

150

(1)

6.16 Mode of Administration

150

(1)

6.17 Examiner Effects

151

(1)

6.18 Advanced Announcement of Testing

151

(1)

6.19 Answer Sheet Format

151

(1)

6.20 Scoring

151

(1)

6.21 Disturbance

152

(1)

6.22 Answer Changing

152

(1)

6.23 Cheating

153

(1)

Chapter Test

154

(3)

PART II THE DEVELOPMENT OF EDUCATIONAL MEASURES

157

(165)

7 GENERAL PRINCIPLES OF TEST CONSTRUCTION: ACHIEVEMENT MEASURES

157

(27)

7.1 Introduction

157

(1)

7.2 Planning the Test

158

(1)

7.3 Instructional Objectives

158

(1)

7.4 Specificity of Objectives

159

(3)

7.5 A Taxonomy of Objectives

162

(1)

7.6 Knowledge Level Items

162

(2)

7.7 Comprehension and Application Level Items

164

(2)

7.8 Analysis, Synthesis, and Evaluation Level Items

166

(1)

7.9 Research on the Taxonomy Hierarchy

167

(1)

7.10 Other Item Classifications

168

(2)

7.11 Content and Process Objectives

170

(2)

7.12 Test Items Are Samples

172

(1)

7.13 Diagnostic Testing

173

(1)

7.14 The Nature of the Test

173

(2)

7.15 Criterion-Referenced Testing

175

(1)

7.16 Norm-Referenced Versus Criterion-Referenced Testing

176

(21)

7.17 Minimum-Competency Testing

197

7.18 Test Development Plan

180

(3)

Chapter Test

183

(1)

8 CONSTRUCTING AND USING ESSAY TESTS

184

(29)

8.1 Introduction and Background

184

(1)

8.2 Oral Examinations

185

(1)

8.3 Written Tests

185

(2)

8.4 Scientific Proficiency Measures: An Early Example

187

(1)

8.5 Essay Tests As Measures of Achievement

188

(1)

8.6 Limitations of the Essay Test

189

(1)

8.7 Reader Unreliability

190

(1)

8.8 The Halo Effect

191

(1)

8.9 Item-to-Item Carryover Effects

191

(1)

8.10 Test-to-Test Carryover Effects

191

(1)

8.11 Order Effects

191

(1)

8.12 Language Mechanics Effects

192

(1)

8.13 Computer Scoring

193

(1)

8.14 Essay Test Reliability

194

(1)

8.15 Indirect Measures of Writing Ability

195

(2)

8.16 The Essay As a Measure of Writing Ability

197

(1)

8.17 The Decline in Writing Ability

197

(1)

8.18 Essay Tests in College Admissions

198

(1)

8.19 First-Draft Versus Final-Draft Skills

199

(1)

8.20 Contest Validity of Essay Tests in Other Curricular Areas

199

(1)

8.21 Advantages of Essay Tests As Achievement Measures

200

(1)

8.22 Improving the Development and Use of Essay Tests

200

(4)

8.23 Preparing Students to Take Essay Tests

204

(1)

8.24 Constructing Good Essay Tests

205

(1)

8.25 Improving the Grading of Essay Tests

206

(1)

8.26 The Use of Anchor Points in Scoring

207

(1)

8.27 Anonymity

208

(1)

8.28 Style

208

(1)

8.29 Proper Use of Essay Exercises

208

(1)

Chapter Test

209

(4)

9 CONSTRUCTING OBJECTIVE TESTS

213

(41)

9.1 Introduction

213

(1)

9.2 Fixed-Response Items

213

(1)

9.3 Multiple-Choice Items

214

(1)

9.4 Rationale for the Multiple-Choice Item

214

(1)

9.5 Ambiguous Versus Trick Questions

215

(1)

9.6 Intrinsic Versus Extrinsic Ambiguity

215

(1)

9.7 Inverse Multiple-Choice Items

216

(1)

9.8 Illustrations of Multiple-Choice Items

217

(9)

9.9 General Guidelines for Test Development

226

(4)

9.10 Special Guidelines for Constructing Multiple-Choice Items

230

(6)

9.11 True-False and Two-Option Items

236

(1)

9.12 Suggestions for Constructing True-False Items

237

(2)

9.13 Matching Exercises

239

(1)

9.14 Illustrations of Matching Exercises

239

(4)

9.15 Suggestions for Constructing Matching Exercises

243

(1)

9.16 Short-Answer Items

244

(1)

9.17 Illustrations of Short-Answer Items

245

(1)

9.18 Completion Items

246

(1)

9.19 Illustrations of Completion Items

246

(1)

9.20 Suggestions for Constructing Short-Answer Items

247

(2)

9.21 Cloze Tests

249

(3)

Chapter Test

252

(2)

10 ITEM ANALYSIS FOR CLASSROOM TESTS

254

(19)

10.1 Introduction

254

(1)

10.2 Information Yielded by an Item Analysis

255

(1)

10.3 Procedures for an Item Analysis

255

(1)

10.4 The Steps of an Item Analysis

256

(1)

10.5 Item Difficulty and Item Discrimination

257

(2)

10.6 Item Discrimination and Test Reliability

259

(1)

10.7 An Illustrative Analysis

260

(2)

10.8 Other Examples

262

(5)

10.9 Item Analysis in Large Scale Assessments

267

(1)

10.10 Item Analysis with an External Criterion

267

(3)

Chapter Test

270

(3)

11 THE ASSESSMENT OF AFFECTIVE VARIABLES

273

(29)

11.1 Introduction

273

(1)

11.2 The Affective Taxonomy of Educational Objectives

274

(1)

11.3 Cognitive Versus Affective Appraisal

275

(1)

11.4 Thurstone Attitude Scales

276

(2)

11.5 Likert Scales

278

(1)

11.6 Rating Scales

278

(6)

11.7 Semantic Differential Scales

284

(2)

11.8 Self-Report Inventories

286

(2)

11.9 Self-Concept

288

(1)

11.10 Q-Sort Technique

288

(2)

11.11 Questionnaires

290

(1)

11.12 Adjective Checklists

291

(1)

11.13 Interviews

291

(2)

11.14 Problems of Affective Measurement

293

(1)

11.15 The Social-Desirability Response Style

294

(2)

11.16 Self-Deception

296

(1)

11.17 Semantic Problems

296

(1)

11.18 Criterion Inadequacy

297

(1)

11.19 Naturalistic Observation and Unobtrusive Measures

297

(1)

11.20 Invasion of Privacy

298

(1)

Chapter Test

299

(3)

12 GRADING AND REPORTING

302

(20)

12.1 Introduction

302

(1)

12.2 Objections to Grades

303

(2)

12.3 Testing and Grading

305

(1)

12.4 Marks and Criterion-Referenced Measures

306

(1)

12.5 Grading on the Curve

306

(1)

12.6 Narrative Reports

307

(1)

12.7 Parent Conferences

308

(2)

12.8 Portfolios

310

(1)

12.9 Other Alternatives

311

(1)

12.10 The Meaning of Marks

312

(1)

12.11 The Criterion of Quality

312

(2)

12.12 A Better Proposal?

314

(1)

12.13 Assigning Marks and Weighting Components

315

(1)

12.14 Homework and Marking

316

(1)

12.15 Number of Categories

316

(1)

12.16 Suggestions for Improving Marking and Reporting

317

(2)

Chapter Test

319

(3)

PART III STANDARDIZED MEASURES

322

(121)

13 MEASURING SCHOLASTIC APTITUDE

322

(46)

13.1 Introduction

323

(1)

13.2 The Search for a Valid Measure of Intelligence

323

(1)

13.3 Galton and The Study of Human Differences

324

(1)

13.4 Binet's Breakthrough

325

(1)

13.5 The Stanford-Binet Scale

325

(2)

13.6 Performance and Group Tests

327

(1)

13.7 Nonverbal Tests

327

(3)

13.8 Changing Views of Intelligence Testing

330

(1)

13.9 Tests Designed for Admissions Decisions

330

(2)

13.10 The Nature of Intelligence

332

(1)

13.11 Wechsler Intelligence Tests

332

(1)

13.12 The Kaufman Assessment Battery for Children (K-ABC)

333

(2)

13.13 Other Views of Intelligence

335

(2)

13.14 Infant Intelligence Scales

337

(1)

13.15 Intelligence Growth Curves

337

(1)

13.16 The Reliability of Intelligence Tests

338

(1)

13.17 The Ratio IQ

339

(2)

13.18 The Deviation IQ

341

(1)

13.19 IQ Constancy: Common Variance Versus Score Stability

342

(5)

13.20 The Relationship between IQ and Scholastic Achievement

347

(2)

13.21 Construct Validity

349

(2)

13.22 Intelligence and Occupational Level

351

(2)

13.23 Multiple-Aptitude Batteries

353

(1)

13.24 Cultural Influence on Test Scores

354

(1)

13.25 Assessing Creativity

358

(2)

13.26 Using Tests to Identify and Help Gifted Children

360

(5)

Chapter Test

365

(3)

14 STANDARDIZED ACHIEVEMENT TESTS

368

(40)

14.1 Introduction

368

(1)

14.2 Advantages of Standardized Tests

368

(1)

14.3 The Aptitude-Achievement Continuum

369

(3)

14.4 Content Validity

372

(1)

14.5 Norms on Standardized Achievement Tests

372

(1)

14.6 Co-Normed Scholastic Aptitude and Achievement Tests

373

(1)

14.7 Item Norms and Class, School, and District Evaluation

373

(2)

14.8 School Versus Individual Norms

375

(1)

14.9 Interpreting Grade Equivalents

376

(4)

14.10 Longitudinal Study of Individual Progress

380

(2)

14.11 Diagnostic Use of Test Results

382

(2)

14.12 Content Validity of Standardized Achievement Tests: The Sampling of the Content Universe

384

(1)

14.13 Teachers' Ratings as Validation Criteria

385

(1)

14.14 "Out-of-Level" Testing

385

(1)

14.15 Special Problems of Standardized Testing in High School

386

(1)

14.16 The National Assessment of Educational Progress

387

(2)

14.17 The School Testing Program

389

(1)

14.18 Selecting the Appropriate Test(s)

390

(1)

14.19 Locating Available Standardized Tests

391

(1)

14.20 Test Administration and Scoring

392

(1)

14.21 State Assessments

393

(3)

14.22 Interpretation of District Results in Relation to Scholastic Aptitude

396

(2)

14.23 Achievement Stability

398

(1)

14.24 Bias and Achievement Tests

398

(1)

14.25 Measuring the Difficulty of Reading Material

399

(4)

Chapter Test

403

(5)

15 STANDARD INTEREST, PERSONALITY, AND SOCIAL MEASURES

408

(35)

15.1 Introduction

408

(1)

15.2 Vocational Interest Inventories

409

(1)

15.3 The Strong Interest Inventory

409

(1)

15.4 The Kuder Interest Inventories

410

(1)

15.5 Ipsative Versus Normative Scales

411

(1)

15.6 Reliability and Validity of Interest Inventories

411

(1)

15.7 Fakability

412

(1)

15.8 Measured Versus Expressed Interests

412

(1)

15.9 Interests, Abilities, and Grades

413

(1)

15.10 The Measurement of Personality Variables: Conceptualizing the Human Personality

414

(1)

15.11 Traits Assessed by Direct and Naturalistic Observation

414

(1)

15.12 Trait Measurement through Self-Report

415

(2)

15.13 Special Problems in Personality Measures

417

(1)

15.14 Trait Instability

418

(1)

15.15 The Social Desirability Response Style

418

(1)

15.16 The Minnesota Multiphasic Personality Inventory (MMPI)

418

(1)

15.17 California Psychological Inventory

419

(1)

15.18 The Minnesota Teacher Attitude Inventory

420

(1)

15.19 Evaluation of Self-Report Measures

421

(1)

15.20 The Assessment of Motives: Projective Techniques

421

(1)

15.21 The Rorschach

421

(1)

15.22 The Thematic Apperception Test

422

(1)

15.23 Other Projective Techniques

423

(1)

15.24 Copying Techniques

423

(1)

15.25 Evaluation of Projective Techniques

424

(1)

15.26 Measuring School and Institutional Climate

425

(2)

15.27 Matrix Sampling

427

(1)

15.28 Sociometric Techniques

427

(1)

15.29 Sociometry and Peer Ratings

427

(4)

15.30 The "Guess Who" Technique

431

(1)

15.31 Reliability and Validity of Sociometric Data

432

(2)

15.32 Appraising Socioeconomic Status

434

(1)

15.33 The Warner-Meeker-Eells Scale

435

(1)

15.34 The Hollingshead Index

436

(2)

Chapter Test

438

(5)

APPENDIX A RESOURCES FOR THE DEVELOPMENT AND SELECTION OF MEASURING INSTRUMENTS

443

(7)

APPENDIX B MAJOR PUBLISHERS OF STANDARDIZED TESTS

450

(1)

BIBLIOGRAPHY

451

(25)

AUTHOR INDEX

476

(5)

SUBJECT INDEX

481

Amazon no longer offers textbook rentals. We do!

Educational and Psychological Measurement and Evaluation

Educational and Psychological Measurement and Evaluation

9780205160877

0205160875

Summary

Table of Contents

Supplemental Materials

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