Rent 9780205376025 | Measurement And Assessment In Education | Reynolds, Cecil R.; Livingston, Ronald B.; Willson, Victor @knetbooks.com

Summary Table of Contents

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.

Preface

xiii

Introduction to Educational Assessment

(30)

The Language of Assessment

(7)

... MORE

Tests, Measurement, and Assessment

(1)

Types of Tests

(4)

Types of Score Interpretations

(1)

Assumptions of Educational Assessment

(4)

Psychological and Educational Constructs Exist

(1)

Psychological and Educational Constructs Can Be Measured

(1)

Although We Can Measure Constructs, Our Measurement Is Not Perfect

(1)

There Are Different Ways to Measure Any Given Construct

(1)

All Assessment Procedures Have Strengths and Limitations

(1)

Multiple Sources of Information Should Be Part of the Assessment Process

(1)

Performance on Tests Can Be Generalized to Nontest Behaviors

(1)

Assessment Can Provide Information That Helps Educators Make Better Educational Decisions

(1)

Assessments Can Be Conducted in a Fair Manner

(1)

Testing and Assessment Can Benefit Our Educational Institutions and Society as a Whole

(1)

Participants in the Assessment Process

(2)

People Who Develop Tests

(1)

People Who Use Tests

(1)

People Who Take Tests

(1)

Other People Involved in the Assessment Process

(1)

Common Applications of Educational Assessments

(3)

Student Evaluations

(1)

Instructional Decisions

(1)

Selection, Placement, and Classification Decisions

(1)

Policy Decisions

(1)

Counseling and Guidance Decisions

(1)

What Teachers Need to Know about Assessment

(3)

Teachers Should Be Proficient in Selecting Professionally Developed Assessment Procedures Appropriate for Making Instructional Decisions

(1)

Teachers Should Be Proficient in Developing Assessment Procedures Appropriate for Making Instructional Decisions

(1)

Teachers Should Be Proficient in Administering, Scoring, and Interpreting Professionally Developed and Teacher-Made Assessment Procedures

(1)

Teachers Should Be Proficient in Using Assessment Results When Making Educational Decisions

(1)

Teachers Should Be Proficient in Developing Valid Grading Procedures That Incorporate Assessment Information

(1)

Teachers Should Be Proficient in Communicating Assessment Results

(1)

Teachers Should Be Proficient in Recognizing Unethical, Illegal, and Other Inappropriate Uses of Assessment Procedures or Information

(1)

Educational Assessment in the Twenty-First Century

(5)

Computerized Adaptive Testing (CAT) and Other Technological Advances

(1)

``Authentic'' or Complex-Performance Assessments

(2)

Educational Accountability and High-Stakes Assessment

(1)

Trends in the Assessment of Students with Disabilities

(2)

Summary

(5)

The Basic Mathematics of Measurement

(27)

The Role of Mathematics in Assessment

(1)

Scales of Measurement

(4)

What Is Measurement?

(1)

Nominal Scales

(1)

Ordinal Scales

(1)

Interval Scales

(1)

Ratio Scales

(2)

The Description of Test Scores

(13)

Distributions

(4)

Measures of Central Tendency

(3)

Measures of Variability

(6)

Correlation Coefficients

(6)

Scatterplots

(2)

Correlation and Prediction

(1)

Types of Correlation Coefficients

(1)

Correlation versus Causality

(3)

Summary

(3)

The Meaning of Test Scores

(27)

Norm-Referenced and Criterion-Referenced Score Interpretations

(20)

Norm-Referenced Interpretations

(16)

Criterion-Referenced Interpretations

(3)

Norm-Referenced, Criterion-Referenced, or Both?

(2)

Qualitative Description of Scores

(1)

Summary

(3)

Reliability for Teachers

(32)

Errors of Measurement

(4)

Sources of Measurement Error

(3)

Methods of Estimating Reliability

(16)

Test--Retest Reliability

(1)

Alternate-Form Reliability

(1)

Internal-Consistency Reliability

(4)

Inter-rater Reliability

(2)

Reliability of Composite Scores

(1)

Selecting a Reliability Coefficient

(2)

Evaluating Reliability Coefficients

101

(2)

How to Improve Reliability

103

(2)

Special Problems in Estimating Reliability

105

(1)

The Standard Error of Measurement

106

(5)

Evaluating the Standard Error of Measurement

108

(3)

Reliability: Practical Strategies for Teachers

111

(3)

Summary

114

(3)

Validity for Teachers

117

(24)

Threats to Validity

118

(1)

Reliability and Validity

119

(1)

``Types of Validity'' versus ``Types of Validity Evidence''

120

(3)

Types of Validity Evidence

123

(14)

Evidence Based on Test Content

123

(3)

Evidence Based on Relations to Other Variables

126

(7)

Evidence Based on Internal Structure

133

(1)

Evidence Based on Response Processes

134

(1)

Evidence Based on Consequences of Testing

134

(1)

Integrating Evidence of Validity

135

(2)

Validity: Practical Strategies for Teachers

137

(1)

Summary

138

(3)

Item Analysis for Teachers

141

(22)

Item Difficulty Index (or Item Difficulty Level)

142

(2)

Special Assessment Situations and Item Difficulty

144

(1)

Item Discrimination

144

(7)

Discrimination Index

145

(2)

Item-Total Correlation Coefficients

147

(2)

Item Discrimination on Mastery Tests

149

(1)

Item Analysis of Speed Tests

150

(1)

Distracter Analysis

151

(2)

How Distracters Influence Item Difficulty and Discrimination

152

(1)

Item Analysis: Practical Strategies for Teachers

153

(2)

Using Item Analysis to Improve Items

155

(2)

Item Analysis of Performance Assessments

157

(1)

Qualitative Item Analysis

158

(1)

Using Item Analysis to Improve Classroom Instruction

159

(2)

Summary

161

(2)

The Initial Steps in Developing a Classroom Test

163

(25)

Characteristics of Educational Objectives

165

(1)

Scope

165

(1)

Taxonomy of Educational Objectives

166

(5)

Cognitive Domain

166

(3)

Affective Domain

169

(1)

Psychomotor Domain

170

(1)

Behavioral versus Nonbehavioral Educational Objectives

171

(1)

Writing Educational Objectives

172

(1)

Developing a Table of Specifications (or Test Blueprint)

173

(2)

Implementing the Table of Specifications and Developing an Assessment

175

(8)

Norm-Referenced versus Criterion-Referenced Score Interpretations

176

(1)

Selecting Which Types of Items to Use

176

(4)

Putting the Assessment Together

180

(3)

Preparing Your Students and Administering the Assessment

183

(2)

Summary

185

(3)

The Development and Use of Selected-Response Items

188

(27)

Multiple-Choice Items

189

(15)

Guidelines for Developing Multiple-Choice Items

190

(9)

Strengths and Weaknesses of Multiple-Choice Items

199

(5)

True-False Items

204

(4)

Guidelines for Developing True-False Items

205

(1)

Strengths and Weaknesses of True-False Items

206

(2)

Matching Items

208

(5)

Guidelines for Developing Matching Items

209

(2)

Strengths and Weaknesses of Matching Items

211

(2)

Summary

213

(2)

The Development and Use of Constructed-Response Items

215

(23)

Oral Testing: The Oral Essay as a Precursor of Constructed-Response Items

216

(1)

Essay Items

217

(13)

Purposes of Essay Items

217

(2)

Essay Items at Different Levels of Complexity

219

(2)

Restricted-Response versus Extended-Response Essays

221

(1)

Guidelines for Developing Essay Items

222

(1)

Strengths and Weaknesses of Essay Items

223

(3)

Guidelines for Scoring Essay Items

226

(4)

Short-Answer Items

230

(5)

Guidelines for Developing Short-Answer Items

232

(2)

Strengths and Weaknesses of Short-Answer Items

234

(1)

A Final Note: Constructed-Response versus Selected-Response Items

235

(1)

Summary

236

(2)

Performance Assessments and Portfolios

238

(32)

What Are Performance Assessments?

239

(6)

Guidelines for Developing Effective Performance Assessments

245

(13)

Selecting Appropriate Performance Tasks

245

(4)

Developing Instructions

249

(1)

Developing Procedures for Evaluating Responses

249

(5)

Implementing Procedures to Minimize Errors in Rating

254

(4)

Strengths and Weaknesses of Performance Assessments

258

(4)

Portfolios

262

(4)

Guidelines for Developing Portfolio Assessments

262

(2)

Strengths and Weaknesses of Portfolio Assessments

264

(2)

Summary

266

(4)

Assigning Grades on the Basis of Classroom Assessments

270

(21)

Feedback and Evaluation

271

(4)

Formal and Informal Evaluation

274

(1)

The Use of Formative Evaluation in Summative Evaluation

274

(1)

Reporting Student Progress: Which Symbols to Use?

275

(2)

The Basis for Assigning Grades

277

(1)

Frame of Reference

278

(5)

Norm-Referenced Grading (Relative Grading)

278

(2)

Criterion-Referenced Grading (Absolute Grading)

280

(1)

Achievement in Relation to Improvement or Effort

281

(1)

Achievement Relative to Ability

282

(1)

Recommendation

282

(1)

Combining Grades into a Composite

283

(5)

Informing Students of Grading System

288

(1)

Parent Conferences

288

(1)

Summary

289

(2)

Standardized Achievement Tests in the Era of High-Stakes Assessment

291

(29)

Group-Administered Achievement Tests

294

(21)

Commercially Developed Group Achievement Tests

295

(9)

State-Developed Achievement Tests

304

(2)

Best Practices in Using Standardized Achievement Tests in Schools

306

(9)

Individual Achievement Tests

315

(2)

Selecting an Achievement Battery

317

(1)

Summary

318

(2)

The Use of Aptitude Tests in the Schools

320

(27)

A Brief History of Intelligence Tests

323

(3)

The Use of Aptitude and Intelligence Tests in Schools

326

(3)

Aptitude-Achievement Discrepancies

327

(2)

Major Aptitude/Intelligence Tests

329

(14)

Group Aptitude/Intelligence Tests

329

(5)

Individual Aptitude/Intelligence Tests

334

(8)

Selecting Aptitude/Intelligence Tests

342

(1)

College Admission Tests

343

(1)

Summary

344

(3)

Assessment of Behavior and Personality

347

(24)

Assessing Behavior and Personality

349

(3)

Response Sets

349

(1)

Assessment of Behavior and Personality in the Schools

350

(2)

Behavior Rating Scales

352

(8)

Behavior Assessment System for Children---Teacher Rating Scale and Parent Rating Scale (TRS and PRS)

353

(4)

Conners Rating Scales---Revised (CRS-R)

357

(1)

Child Behavior Checklist and Teacher Report Form (CBCL and TRF)

358

(2)

Self-Report Measures

360

(4)

Behavior Assessment System for Children---Self-Report of Personality (SRP)

360

(4)

Youth Self-Report (YSR)

364

(1)

Projective Techniques

364

(5)

Projective Drawings

366

(1)

Sentence Completion Tests

367

(1)

Apperception Tests

367

(1)

Inkblot Techniques

367

(2)

Summary

369

(2)

Assessment Accommodations for Students with Disabilities

371

(24)

Major Legislation That Impacts the Assessment of Students with Disabilities

373

(1)

Individuals with Disabilities Education Act (IDEA)

373

(5)

IDEA Categories of Disabilities

375

(3)

Section 504

378

(1)

The Rationale for Assessment Accommodations

379

(1)

When Are Accommodations Not Appropriate or Necessary?

380

(1)

Strategies for Accommodations

380

(5)

Modifications of Presentation Format

381

(1)

Modifications of Response Format

381

(2)

Modifications of Timing

383

(1)

Modification of Setting

383

(1)

Adaptive Devices and Supports

383

(1)

Using Only a Portion of a Test

384

(1)

Using Alternate Assessments

385

(1)

Determining What Accommodations to Provide

385

(2)

Reporting Results of Modified Assessments

387

(3)

Summary

390

(5)

The Problem of Bias in Educational Assessment

395

(27)

What Do We Mean by Bias?

398

(1)

Past and Present Concerns: A Brief Look

399

(1)

The Controversy over Bias in Testing: Its Origin, What It Is, and What It Is Not

399

(6)

Cultural Bias and the Nature of Psychological Testing

405

(1)

Objections to the Use of Educational and Psychological Tests with Minority Students

406

(2)

Inappropriate Content

406

(1)

Inappropriate Standardization Samples

407

(1)

Examiner and Language Bias

407

(1)

Inequitable Social Consequences

407

(1)

Measurement of Different Constructs

407

(1)

Differential Predictive Validity

407

(1)

Qualitatively Distinct Aptitude and Personality

407

(1)

The Problem of Definition in Test Bias Research: Differential Validity

408

(1)

Cultural Loading, Cultural Bias, and Culture-Free Tests

408

(1)

Inappropriate Indicators of Bias: Mean Differences and Equivalent Distributions

409

(1)

Bias in Test Content

410

(3)

Bias in Other Internal Features of Tests

413

(2)

Bias in Prediction and in Relation to Variables External to the Test

415

(5)

Summary

420

(2)

Best Practices in Educational Assessment

422

(19)

Guidelines for Developing Assessments

424

(1)

Guidelines for Selecting Published Assessments

425

(4)

Guidelines for Administering Assessments

429

(3)

Guidelines for Scoring Assessments

432

(2)

Guidelines for Interpreting, Using, and Communicating Assessment Results

434

(1)

Responsibilities of Test Takers

435

(2)

Summary

437

(4)

Appendix A: Summary Statements of The Student Evaluation Standards (JCSEE, 2003)

441

(3)

Appendix B: Code of Professional Responsibilities in Educational Measurement (NCME, 1995)

444

(8)

Appendix C: Code of Fair Testing Practices in Education (JCTP, 1988)

452

(4)

Appendix D: Rights and Responsibilities of Test Takers: Guidelines and Expectations (JCTP, 1998)

456

(9)

Appendix E: Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, and NEA, 1990)

465

(6)

Appendix F: Proportions of Area under the Normal Curve

471

(4)

Appendix G: Answers to Practice Problems

475

(2)

References

477

(6)

Index

483

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Measurement And Assessment In Education

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