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Educational Testing and Measurement: Classroom Application and Practice, 9th Edition

by: Tom Kubiszyn (University of Houston); Gary D. Borich (University of Texas at Austin)

Educational Testing and Measurement: Classroom Application and Practice, 9th Edition

by: Tom Kubiszyn (University of Houston); Gary D. Borich (University of Texas at Austin)

ISBN 13:
9780470522813
ISBN 10:
047052281X
Edition: 9th
Format: Hardcover
Copyright: 10/01/2009
Publisher: Wiley
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Summary

While grasping testing and measurement concepts can sometimes seem daunting, the new Ninth Edition of Kubiszyn and Borich's Educational Testing and Measurement: Classroom Application and Practice continues to present content in a reader-friendly, jargon-free manner. Through its conversational style, the authors keep the needs of their primary audience - classroom teachers - fully in mind, while also providing sufficient information to enable interested readers to grasp the theory behind various assessment strategies and testing procedures.

An Introduction to Contemporary Educational Testing And Measurement	p. 1
Tests Are Only Tools: Their Usefulness Can Vary	p. 1
Why We Developed This Text: Enhancing Test Usefulness	p. 2
Technical Adequacy	p. 2
Test User Competency	p. 3
Matching the Test's Intended Purpose	p. 3
Matching Diverse Test-Takers to the Test	p. 5
Test Results and Diversity Considerations	p. 6
Tests Are Only Tools: A Video Beats a Photo	p. 6
Defining Some Test-Related Terms	p. 8
Tests, Assessments, and the Assessment Process	p. 8
Types of Tests/Assessments	p. 10
Recent Developments: Impact on Classroom Testing and Measurement	p. 13
Education Reform Meets Special Education Reform: NCLB and IDEIA	p. 14
The Impact on Regular Education Teachers of the IDEIA and NCLB	p. 15
Other Trends: Technology, Globalization, and International Competitiveness	p. 16
Competency Testing for Teachers	p. 17
Increased Interest from Professional Groups	p. 17
A Professional Association-Book Publisher Information Initiative	p. 18
Effects on the Classroom Teacher	p. 19
About the Text	p. 21
What if You're ôNo Good in Mathö	p. 22
Summary	p. 22
For Discussion	p. 23
High-Stakes Testing	p. 25
Comparing NCLB and State High-Stakes Testing Programs	p. 25
High-Stakes Testing: A Nationwide Phenomenon	p. 27
High-Stakes Tests Are Only Tools	p. 28
Why Does High-Stakes Testing Matter?	p. 29
Promotion and Graduation Decisions Affect Students	p. 30
Principal and Teacher Incentives Are Linked to HST Performance	p. 32
Property Values, Business Decisions, and Politics and HST	p. 32
The Lake Wobegon Effect and HST	p. 32
The History of High-Stakes Testing	p. 33
Education Reform	p. 33
Standards-Based Reform	p. 33
Types of High-Stakes Tests	p. 36
Criterion-Referenced High-Stakes Tests	p. 36
Norm-Referenced High-Stakes Tests	p. 41
Benchmark Tests and High-Stakes Tests	p. 41
The High-Stakes Testing Backlash	p. 42
Is There Really a High-Stakes Testing Backlash?	p. 44
What Do National Organizations Say About High-Stakes Tests?	p. 45
AERA's Twelve Conditions for HST Programs	p. 46
How Can a Teacher Use the Twelve Conditions?	p. 48
Helping Students (and Yourself) Prepare for High-Stakes Tests	p. 49
Focus on the Task, Not Your Feelings About It	p. 49
Inform Students and Parents About the Importance of the Test	p. 50
Teach Test-Taking Skills as Part of Regular Instruction	p. 51
As the Test Day Approaches, Respond to Student Questions Openly and Directly	p. 53
Take Advantage of Whatever Preparation Materials Are Available	p. 53
Summary	p. 53
For Discussion	p. 55
Response-to-Intervention (RTI) and the Regular Classroom Teacher	p. 56
What Is RTI?	p. 56
What if You Have Not Heard of RTI Before?	p. 57
How New Is RTI?	p. 57
Do Regular Education Teachers Need to Know About RTI?	p. 57
An RTI Scenario	p. 58
How Important Is RTI to Regular Education Teachers?	p. 60
Can a Special Education Law Reform Regular Education?	p. 61
How Is RTI Supposed to Help Students and Schools?	p. 61
RTI Definitions, Components, and Implementation Approaches	p. 62
RTI Definitions	p. 62
RTI Components	p. 63
RTI Implementation Approaches	p. 68
How Widely Is RTI Being Implemented1?	p. 71
Some Benefits of RTI	p. 72
RTI: The Promise and Some Controversies	p. 72
Technical Issues: Reliability, Validity, and Fairness	p. 72
Implementation Issues	p. 73
The Purpose Of Testing	p. 76
Testing, Accountability, and the Classroom Teacher	p. 77
Types of Educational Decisions	p. 79
A Pinch of Salt	p. 82
ôPinchingö in the Classroom	p. 83
What to Measure	p. 84
How to Measure	p. 85
Written Tests	p. 86
Summary	p. 87
For Discussion	p. 87
Norm-Referenced and Criterion-Referenced Tests and Content Validity Evidence	p. 89
Defining Norm-Referenced and Criterion-Referenced Tests	p. 89
Comparing Norm-Referenced and Criterion-Referenced Tests	p. 93
Differences in the Construction of Norm-Referenced and Criterion-Referenced Tests	p. 94
Norm- and Criterion-Referenced Tests and Linguistic and Cultural Diversity	p. 95
Norm- and Criterion-Referenced Tests and Validity Evidence	p. 97
A Three-Stage Model of Classroom Measurement	p. 98
Why Objectives? Why Not Just Write Test Items?	p. 100
Where Do Goals Come From?	p. 101
Are There Different Kinds of Goals and Objectives?	p. 102
How Can Instructional Objectives Make a Teacher's Job Easier?	p. 106
Summary	p. 107
For Discussion	p. 108
Measuring Learning Outcomes	p. 110
Writing Instructional Objectives	p. 110
Identifying Learning Outcomes	p. 110
Identifying Observable and Directly Measurable Learning Outcomes	p. 111
Stating Conditions	p. 112
Stating Criterion Levels	p. 113
Keeping It Simple and Straightforward	p. 114
Matching Test Items to Instructional Objectives	p. 115
Taxonomy of Educational Objectives	p. 117
Cognitive Domain	p. 117
Affective Domain	p. 120
The Psychomotor Domain	p. 123
The Test Blueprint	p. 123
Content Outline	p. 125
Categories	p. 126
Number of Items	p. 126
Functions	p. 126
Summary	p. 128
For Practice	p. 128
Writing Objective Test Items	p. 130
Which Format?	p. 130
True-False Items	p. 132
Suggestions for Writing True-False Items	p. 134
Matching Items	p. 135
Faults Inherent in Matching Items	p. 135
Suggestions for Writing Matching Items	p. 138
Multiple-Choice Items	p. 139
Higher-Level Multiple-Choice Questions	p. 144
Suggestions for Writing Multiple-Choice Items	p. 147
Completion Items	p. 148
Suggestions for Writing Completion Items	p. 151
Gender and Racial Bias in Test Items	p. 151
Guidelines for Writing Test Items	p. 152
Advantages and Disadvantages of Different Objective Item Formats	p. 153
Summary	p. 155
For Practice	p. 156
Writing Essay Test Items	p. 157
What Is an Essay Item?	p. 158
Essay Items Should Measure Complex Cognitive Skills or Processes	p. 158
Essay Items: Extended or Restricted Response	p. 159
Examples of Restricted Response Essays	p. 161
Pros and Cons of Essay Items	p. 162
Advantages of the Essay Item	p. 163
Disadvantages of the Essay Item	p. 163
Suggestions for Writing Essay Items	p. 164
Scoring Essay Questions	p. 166
Scoring Extended Response and Higher Level Questions	p. 168
General Essay Scoring Suggestions	p. 172
Assessing Knowledge Organization	p. 172
Open-Book Questions and Exams	p. 175
Some Open-Book Techniques	p. 178
Guidelines for Planning Essays, Knowledge Organization, and Open-Book Questions and Exams	p. 182
Summary	p. 183
For Practice	p. 184
Performance-Based Assessment	p. 185
Performance Tests: Direct Measures of Competence	p. 185
Performance Tests Can Assess Processes and Products	p. 186
Performance Tests Can Be Embedded in Lessons	p. 186
Performance Tests Can Assess Affective and Social Skills	p. 188
Developing Performance Tests for Your Learners	p. 189
Deciding What to Test	p. 190
Designing the Assessment Context	p. 192
Specifying the Scoring Rubrics	p. 195
Specifying Testing Constraints	p. 201
A Final Word	p. 202
Summary	p. 202
For Discussion and Practice	p. 203
Portfolio Assessment	p. 205
Ensuring Validity of the Portfolio	p. 206
Developing Portfolio Assessments	p. 207
Deciding on the Purposes for a Portfolio	p. 207
Identifying Cognitive Skills and Dispositions	p. 208
Deciding Who Will Plan the Portfolio	p. 208
Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product	p. 208
Building the Portfolio Rubrics	p. 209
Developing a Procedure to Aggregate All Portfolio Ratings	p. 214
Determining the Logistics	p. 217
Summary	p. 220
For Practice	p. 221
Administering, Analyzing, And Improving The Test Or Assessment	p. 222
Assembling the Test	p. 222
Packaging the Test	p. 223
Reproducing the Test	p. 225
Administering the Test	p. 225
Scoring the Test	p. 227
Analyzing the Test	p. 227
Quantitative Item Analysis	p. 228
Qualitative Item Analysis	p. 234
Item Analysis Modifications for the Criterion-Referenced Test	p. 235
Debriefing	p. 240
Debriefing Guidelines	p. 241
The Process of Evaluating Classroom Achievement	p. 242
Summary	p. 243
For Practice	p. 245
Marks And Marking Systems	p. 246
What Is the Purpose of a Mark?	p. 246
Why Be Concerned About Marking?	p. 246
What Should a Mark Reflect?	p. 247
Marking Systems	p. 248
Types of Comparisons	p. 248
Types of Symbols	p. 253
Combining and Weighting the Components of a Mark	p. 254
Who Is the Better Teacher?	p. 255
Combining Grades into a Single Mark	p. 256
Practical Approaches to Equating Before Weighting in the Busy Classroom	p. 259
Front-End Equating	p. 260
Back-End Equating	p. 260
Summary	p. 263
For Practice	p. 264
Summarizing Data And Measures Of Central Tendency	p. 265
What Are Statistics?	p. 265
Why Use Statistics?	p. 266
Tabulating Frequency Data	p. 267
The List	p. 267
The Simple Frequency Distribution	p. 263
The Grouped Frequency Distribution	p. 268
Steps in Constructing a Grouped Frequency Distribution	p. 270
Graphing Data	p. 273
The Bar Graph, or Histogram	p. 274
The Frequency Polygon	p. 274
The Smooth Curve	p. 276
Measures of Central Tendency	p. 280
The Mean	p. 281
The Median	p. 282
The Mode	p. 287
The Measures of Central Tendency in Various Distributions	p. 289
Summary	p. 290
For Practice	p. 292
Variability, The Normal Distribution, And Converted Scores	p. 293
The Range	p. 293
The Semi-Interquartile Range (SIQR)	p. 294
The Standard Deviation	p. 295
The Deviation Score Method for Computing the Standard Deviation	p. 299
The Raw Score Method for Computing the Standard Deviation	p. 300
The Normal Distribution	p. 302
Properties of the Normal Distribution	p. 303
Converted Scores	p. 307
z-Scores	p. 309
T-Scores	p. 314
Summary	p. 315
For Practice	p. 315
Correlation	p. 317
The Correlation Coefficient	p. 318
Strength of a Correlation	p. 319
Direction of a Correlation	p. 319
Scatterplots	p. 320
Where Does r Come From?	p. 322
Causality	p. 323
Other Interpretive Cautions	p. 325
Summary	p. 327
For Practice	p. 328
Validity Evidence	p. 329
Why Evaluate Tests?	p. 329
Types of Validity Evidence	p. 329
Content Validity Evidence	p. 330
Criterion-Related Validity Evidence	p. 330
Construct Validity Evidence	p. 332
What Have We Been Saying? A Review	p. 333
Interpreting Validity Coefficients	p. 334
Content Validity Evidence	p. 334
Concurrent and Predictive Validity Evidence	p. 334
Summary	p. 339
For Practice	p. 340
Reliability	p. 341
Methods of Estimating Reliability	p. 341
Test-Retest or Stability	p. 341
Alternate Forms or Equivalence	p. 343
Internal Consistency	p. 343
Interpreting Reliability Coefficients	p. 346
Summary	p. 349
For Practice	p. 350
Error-What Is It?	p. 351
The Standard Error of Measurement	p. 353
Using the Standard Error of Measurement	p. 354
More Applications	p. 357
Standard Deviation or Standard Error of Measurement?	p. 359
Why All the Fuss About Error?	p. 360
Error Within Test-Takers	p. 360
Error Within the Test	p. 360
Error in Test Administration	p. 361
Error in Scoring	p. 361
Sources of Error Influencing Various Reliability Coefficients	p. 362
Test-Retest	p. 362
Alternate Forms	p. 362
Internal Consistency	p. 363
Band Interpretation	p. 364
Steps: Band Interpretation	p. 365
A Final Word	p. 369
Summary	p. 369
For Practice	p. 371
Standardized Tests	p. 372
What Is a Standardized Test?	p. 373
Do Test Stimuli, Administration, and Scoring Have to Be Standardized?	p. 374
Standardized Testing: Effects of Accommodations and Alternative Assessments	p. 374
Uses of Standardized Achievement Tests	p. 376
Will Performance and Portfolio Assessment Make Standardized Tests Obsolete?	p. 377
Administering Standardized Tests	p. 377
Types of Scores Offered for Standardized Achievement Tests	p. 379
Grade Equivalents	p. 379
Age Equivalents	p. 380
Percentile Ranks	p. 381
Standard Scores	p. 382
Interpreting Standardized Tests: Test and Student Factors	p. 384
Test-Related Factors	p. 384
Student-Related Factors	p. 390
Aptitude-Achievement Discrepancies	p. 395
Interpreting Standardized Tests: Parent-Teacher Conferences and Educational Decision Making	p. 398
An Example: Pressure to Change an Educational Placement	p. 399
A Second Example: Pressure from the Opposite Direction	p. 404
Interpreting Standardized Tests: Score Reports from Publishers	p. 407
The Press-On Label	p. 407
A Criterion-Referenced Skills Analysis or Mastery Report	p. 408
An Individual Performance Profile	p. 412
Other Publisher Reports and Services	p. 412
Summary	p. 413
For Practice	p. 415
Types of Standardized Tests	p. 417
Standardized Achievement Tests	p. 417
Achievement Test Batteries, or Survey Batteries	p. 418
Single-Subject Achievement Tests	p. 419
Diagnostic Achievement Aptitude Tests	p. 420
Standardized Academic Aptitude Tests 420
The History of Academic Aptitude Testing	p. 420
Stability of IQ Scores	p. 421
What Do IQ Tests Predict?	p. 422
Individually Administered Academic Aptitude Tests	p. 423
Group-Administered Academic Aptitude Tests	p. 424
Standardized Personality Assessment Instruments	p. 425
What Is Personality?	p. 425
Objective Personality Tests	p. 426
Projective Personality Tests	p. 427
Summary	p. 428
For Discussion	p. 429
In The Classroom: A Summary Dialogue	p. 430
High-Stakes Testing and NCLB	p. 435
Response-to-intervention (RTI)	p. 436
Criterion-Referenced Versus Norm-Referenced Tests	p. 436
New Responsibilities for Teachers Under IDEIA	p. 437
Instructional Objectives	p. 437
The Test Blueprint	p. 438
Essay Items and the Essay Scoring Guides	p. 438
Reliability, Validity Evidence, and Test Statistics	p. 439
Grades And Marks	p. 441
Some Final Thoughts	p. 441
Math Skills Review	p. 443
Preparing For The Praxis II: Principles Of Learning And Teaching Assessment	p. 450
Determining The Median When There Are Multiple Tied Middle Scores	p. 460
Pearson Product-Moment Correlation	p. 462
Statistics And Measurement Texts	p. 464
Answers for Practice Questions	p. 465
Suggested Readings	p. 471
References	p. 475
Credits	p. 481
Index	p. 483
Table of Contents provided by Ingram. All Rights Reserved.

Amazon no longer offers textbook rentals. We do!

Educational Testing and Measurement: Classroom Application and Practice, 9th Edition

Educational Testing and Measurement: Classroom Application and Practice, 9th Edition

9780470522813

047052281X

Summary

Table of Contents

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Amazon no longer offers textbook rentals. We do!

Educational Testing and Measurement: Classroom Application and Practice, 9th Edition

Educational Testing and Measurement: Classroom Application and Practice, 9th Edition

9780470522813

047052281X

Summary

Table of Contents

Supplemental Materials

Write a Review

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