Educational tests and measurement: an introduction
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York u.a.
Harcourt Brace Jovanovich
1983
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIII, 674 S. Ill. |
| ISBN: | 0155209108 |
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| 100 | 1 | |a Nitko, Anthony J. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Educational tests and measurement |b an introduction |
| 264 | 1 | |a New York u.a. |b Harcourt Brace Jovanovich |c 1983 | |
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Datensatz im Suchindex
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| adam_text | CONTENTS
PREFACE v
PART ONE BACKGROUND 1
1 INTRODUCTION 3
Chapter Overview 4 Distinctions Between Measurements, Tests, and Evaluations
5 Uses of Tests in Certain Classes of Decisions 10 Describing the Varieties of Tests
20 Summary 27
2 SOCIAL, LEGAL, AND ETHICAL ISSUES IN TESTING 31
Chapter Overview 32 Ethical Issues in Test Use 32 Guidelines for Test Uses 38
Issues of Social Control 38 The Courts Challenge Testing Characteristics 41 Def¬
initions of Test Bias 43 Summary 47
3 BASIC STATISTICAL CONCEPTS 51
Chapter Overview 52 Describing Distributions of Test Scores 52 Measures of
Central Tendency 58 Score Variability 65 Describing a Pupil s Relative Location
in a Distribution 71 The Correlation Coefficient 76 Summary 88
PART TWO DEVELOPING AND USING CLASSROOM TESTS 91
4 WRITING INSTRUCTIONAL OBJECTIVES 93
Chapter Overview 94 Importance of Specifying Objectives 94 Locating Objec¬
tives That Cover the Range of Pupil Performance 99 Writing Specific Objectives
105 Making Sure Test Items Match Instructional Objectives 109 Summary 113
5 PLANNING CLASSROOM TESTS 117
Chapter Overview 118 Importance of Acquiring Test Development Skills 118
Overview of the Test Development Process 119 Preliminary Considerations: Relat¬
ing Instructional Approaches to Testing Procedures 119 Developing a Blueprint
for a Test Covering an Instructional Unit 122 Planning for Tests Having Different
Instructional Purposes 125 Overall Considerations When Planning Classroom
Tests 131 Summary 135
6 DEVELOPING ESSAY AND COMPLETION ITEMS 139
Chapter Overview 140 Three Basic Principles of Classroom Test Construction 140
Varieties of Essay Test Items 141 Usefulness of Essay Items 145 Suggestions for
Constructing Essay Items 147 Scoring Essay Tests 151 Scoring Essays Which
Assess General Writing Ability* 155 Short-Answer and Completion Items 157
Suggesions for Constructing Short-Answer and Completion Items 159 Other
Methods Related to the Completion Format* 163 Summary 165
7 DEVELOPING TRUE-FALSE AND MATCHING ITEMS 169
Chapter Overview 170 Description of the True-False Item 170 Suggestions for
Constructing True-False Items 175 Description of the Matching Exercise 179
Suggestions for Constructing Matching Exercises 183 Summary 186
8 DEVELOPING MULTIPLE-CHOICE ITEMS: BASIC PRINCIPLES 189
Chapter Overview 190 Usefulness of Multiple-Choice Items 190 Suggestions
for Constructing Multiple-Choice Items 195 Summary 211
9 WRITING ITEMS TO TEST HIGHER LEVEL COGNITIVE ABILITIES 215
Chapter Overview 216 General Characteristics of Items Assessing Higher Level
Abilities 217 Assessing the Acquisition of Concepts 219 Assessing the Acqui¬
sition of Principles 223 Assessing Specific Higher-Order Skills and Abilities 229
Summary 240
10 TECHNIQUES FOR OBSERVING AND RATING PUPILS PROCESSES,
PRODUCTS, AND BEHAVIORS 243
Chapter Overview 244 General Nature of Observational Procedures 245 Devel¬
oping Ways to Record Observations 252 Sociometry: The Sociogram* 270 Inte¬
grating Information from Observations and Tests 277 Summary 279
Sections with asterisk are optional. They may be omitted without loss of continuity.
11 ITEM ANALYSIS: USING INFORMATION FROM PUPILS
TO IMPROVE THE QUALITY OF ITEMS 283
Chapter Overview 284 Item Analysis for Classroom Tests 284 First Steps in
Preparing for Item Analysis of Response-Choice Tests 286 Item Difficulty Index
288 Item Discrimination Index 292 Using Item Analysis Data to Improve the
Quality of Multiple-Choice Items 295 Using Item Analysis Data to Select Items to
Put on a Test 298 Summary 302
12 HELPING STUDENTS DO THEIR BEST ON CLASSROOM TESTS 305
Chapter Overview 306 The Test Itself 306 Informing Pupils about an Upcoming
Test 309 Test-Wiseness 312 Test Anxiety 317 Correction for Guessing 320
Directions to Students about Changing Answers 325 Ways to Prepare to Take a
Test 325 Summary 326
13 MARKS AND GRADING 329
Chapter Overview 330 Functions Served by Marks and Pupil Progress Reporting
Systems 330 Methods of Reporting Pupil Progress 335 Suggestions for Assign¬
ing Letter Grades 343 Summary 350
PART THREE BASIC PRINCIPLES OF INTERPRETATION 353
14 NORM-REFERENCED INTERPRETATIONS 355
Chapter Overview 356 The Need for Referencing 356 Various Types of Norm-
Groups 357 Overview of Types of Norm-Referenced Scores 359 Percentile Ranks
361 Linear Standard Scores 361 Normal Distributions 364 Normalized Stan¬
dard Scores 366 Grade-Equivalent Scores 372 Comparison of Various Norm-
Referenced Systems 380 General Guidelines for Score Interpretation 380 Sum¬
mary 384
15 RELIABILITY OF TEST SCORES 387
Chapter Overview 388 Nature of the Concept of Reliability 388 Types of Reli¬
ability Coefficients 392 Standard Error of Measurement 400 Additional Factors
Affecting Interpretation of Reliability Information 403 Indices of Decision Con¬
sistency 404 Summary 408
16 VALIDITY OF TEST SCORES 411
Chapter Overview 412 General Nature of Validity Questions 412 Content Valid¬
ity 413 Construct Validity 417 Criterion-Oriented Validity 422 Relating the
Aspects of Validity in order to Meaningfully Interpret Test Scores 435 Summary
440
17 CRITERION-REFERENCED INTERPRETATIONS 443
Chapter Overview 444 General Nature of Criterion-Referencing 444 Varieties of
Criterion-Referencing 445 Tests Referenced to Well-Defined and Ordered Domains
448 Tests Referenced to Well-Defined and Unordered Domains 451 Concepts that
are Not Equivalent to Criterion-Referencing 454 Concepts Closely Related to Cri¬
terion-Referenced Testing 455 Reliability and Validity of Criterion-Referenced Tests
457 Establishing Cut-Off Scores for Mastery Decisions 460 Summary 462
PART FOUR USE AND INTERPRETATION OF PUBLISHED TESTS 465
18 SELECTING AND EVALUATING PUBLISHED TESTS 467
Chapter Overview 468 How a Standardized Test is Developed 468 A Procedure
for Reviewing and Evaluating a Test for a Specific Purpose 476 How to Locate a
Test and Obtain Information About It 482 Qualifications for Test Purchase 485
Summary 486
19 PUBLISHED ACHIEVEMENT TESTS 489
Chapter Overview 490 Published Achievement Tests in the Marketplace 490
Characteristics of Standardized, Empirically Documented Achievement Tests 491
Uses and Misuses of Standardized Achievement Tests 494 Multilevel Survey Bat¬
teries 499 Multilevel Criterion-Referenced Tests 508 Other Multilevel Tests 513
Single-Level, Specific Subject Tests 513 Summary 514
20 TESTING SCHOLASTIC APTITUDES: INDIVIDUAL TESTS 517
Chapter Overview 518 Aptitudes for Learning 518 Brief History of Tests of
General Mental Ability 520 Individually Administered Tests of General Scholastic
Aptitude 522 Assessing Adaptive Behavior 533 Summary 534
21 TESTING SCHOLASTIC APTITUDES: GROUP TESTS 537
Chapter Overview 538 Group Tests of Scholastic Aptitude 538 Group Tests of
Specific Aptitudes 547 Culture-Free, Culture-Fair, and Culture-Specific Tests 552
The Stability of Scholastic Aptitude Test Scores 554 Using Scholastic Aptitude
Tests for Ability Grouping and Placement 557 Summary 560
22 MEASURING NONCOGNITIVE VARIABLES: INTERESTS, ATTITUDES,
AND ASPECTS OF PERSONALITY 563
Chapter Overview 564 A Map of the Domain of Noncognitive Measures Having
Potential Uses in Education 564 Measurement of Vocational and Career Interests
566 Measurement of Attitudes 576 Measurement of Personality Dimensions 580
Summary 582
APPENDIXES
A COMPUTATIONAL PROCEDURES FOR ELEMENTARY STATISTICS 586
6 COMPUTATIONAL PROCEDURES FOR VARIOUS RELIABILITY COEFFICIENTS 597
C SQUARES AND SQUARE ROOTS OF NUMBERS FROM 1 TO 500 603
D SUMMARIES OF TAXONOMIES OF EDUCATIONAL OBJECTIVES 605
D.I Categories of the Bloom et al. Taxonomy of Cognitive Objectives 606
D.2 Categories of the Krathwohl et al. Taxonomy of Affective Objectives 607
D.3 Categories of the Harrow Taxonomy of Psychomotor and Perceptual Objectives 608
E EXAMPLE OF AN IOX TEST SPECIFICATION FOR READING 609
F LIST OF PUBLISHERS OF TESTS, COLLECTIONS OF BEHAVIORAL
OBJECTIVES AND MADE-TO-ORDER CRITERION-REFERENCED TESTS 611
G A LIMITED LIST OF PUBLISHED TESTS 613
ADDITIONAL READINGS 616
REFERENCES 623
NAME INDEX 655
SUBJECT INDEX 661
|
| any_adam_object | 1 |
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| callnumber-label | LB3051 |
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| classification_rvk | CS 4000 DO 1250 |
| ctrlnum | (OCoLC)10020766 (DE-599)BVBBV000151745 |
| dewey-full | 371.2/6 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2/6 |
| dewey-search | 371.2/6 |
| dewey-sort | 3371.2 16 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| format | Book |
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| spelling | Nitko, Anthony J. Verfasser aut Educational tests and measurement an introduction New York u.a. Harcourt Brace Jovanovich 1983 XIII, 674 S. Ill. txt rdacontent n rdamedia nc rdacarrier Tests et mesures en éducation Educational tests and measurements Schulleistungstest (DE-588)4077203-2 gnd rswk-swf Pädagogischer Test (DE-588)4379030-6 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Schultest (DE-588)4053566-6 gnd rswk-swf (DE-588)4151278-9 Einführung gnd-content Schultest (DE-588)4053566-6 s DE-604 Schulleistungstest (DE-588)4077203-2 s Pädagogischer Test (DE-588)4379030-6 s Schulleistungsmessung (DE-588)4077202-0 s HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=000085083&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Nitko, Anthony J. Educational tests and measurement an introduction Tests et mesures en éducation Educational tests and measurements Schulleistungstest (DE-588)4077203-2 gnd Pädagogischer Test (DE-588)4379030-6 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Schultest (DE-588)4053566-6 gnd |
| subject_GND | (DE-588)4077203-2 (DE-588)4379030-6 (DE-588)4077202-0 (DE-588)4053566-6 (DE-588)4151278-9 |
| title | Educational tests and measurement an introduction |
| title_auth | Educational tests and measurement an introduction |
| title_exact_search | Educational tests and measurement an introduction |
| title_full | Educational tests and measurement an introduction |
| title_fullStr | Educational tests and measurement an introduction |
| title_full_unstemmed | Educational tests and measurement an introduction |
| title_short | Educational tests and measurement |
| title_sort | educational tests and measurement an introduction |
| title_sub | an introduction |
| topic | Tests et mesures en éducation Educational tests and measurements Schulleistungstest (DE-588)4077203-2 gnd Pädagogischer Test (DE-588)4379030-6 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Schultest (DE-588)4053566-6 gnd |
| topic_facet | Tests et mesures en éducation Educational tests and measurements Schulleistungstest Pädagogischer Test Schulleistungsmessung Schultest Einführung |
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