Measurement and assessment in education:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson Allyn and Bacon
c2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 477-482) and index |
| Beschreibung: | xiv, 489 p. ill. 24 cm |
| ISBN: | 0205376029 |
Internformat
MARC
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| 100 | 1 | |a Reynolds, Cecil R. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Measurement and assessment in education |c Cecil R. Reynolds, Ronald B. Livingston, Victor Willson |
| 264 | 1 | |a Boston [u.a.] |b Pearson Allyn and Bacon |c c2006 | |
| 300 | |a xiv, 489 p. |b ill. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 477-482) and index | ||
| 650 | 4 | |a Tests et mesures en éducation - Guides, manuels, etc | |
| 650 | 4 | |a Educational tests and measurements |v Handbooks, manuals, etc | |
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| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Livingston, Ronald B. |e Verfasser |4 aut | |
| 700 | 1 | |a Willson, Victor L. |e Verfasser |4 aut | |
| 856 | 4 | 2 | |m V:DE-604 |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014651170&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-014651170 | ||
Datensatz im Suchindex
| _version_ | 1804135144258273280 |
|---|---|
| adam_text | VI CONTENTS ACCOUNTABILITY AND HIGH-STAKES ASSESSMENT 24 / TRENDS IN THE
ASSESSMENT OF STUDENTS WITH DISABILITIES 24 SUMMARY 26 2 THE BASIC
MATHEMATICS OF MEASUREMENT 31 THE ROLE OF MATHEMATICS IN ASSESSMENT 31
SCALES OF MEASUREMENT 32 WHAT IS MEASUREMENT? 32 / NOMINAL SCALES 33 /
ORDINAL SCALES 33 INTERVAL SCALES 34 _/ RATIO SCALES 34 THE DESCRIPTION
OF TEST SCORES 36 DISTRIBUTIONS 36 / MEASURES OF CENTRAL TENDENCY 40 /
MEASURES OFVARIABILITY 43 CORRELATION COEFFICIENTS 49 SCATTERPLOTS 50 /
CORRELATION AND PREDICTION 52 / TYPES OF CORRELATION COEFFICIENTS 52 /
CORRELATION VERSUS CAUSALITY 52 SUMMARY 55 3 THE MEANING OF TESTSCORES
58 NORM-REFERENCED AND CRITERION-REFERENCED SCORE INTERPRETATIONS 59
NORM-REFERENCED INTERPRETATIONS 60 / CRITERION-REFERENCED
INTERPRETATIONS 76 NORM-REFERENCED, CRITERION-REFERENCED, OR BOTH? 79
QUALITATIVE DESCRIPTION OF SCORES 81 SUMMARY 82 4 RELIABILITY FOR
TEACHERS 85 ERRORS OF MEASUREMENT 86 SOURCES OF MEASUREMENT ERROR 87
METHODS OF ESTIMATING RELIABILITY 90 TEST-RETEST RELIABILITY 92 /
ALTERNATE-FORM RELIABILITY 93 / INTERNAL- CONSISTENCY RELIABILITY 93 /
INTER-RATER RELIABILITY 97 / RELIABILITY OF COMPOSITE SCORES 99 /
SELECTING A RELIABILITY COEFFICIENT 99 / EVALUATING RELIABILITY
COEFFICIENTS 10I / HOW TO IMPROVE RELIABILITY 103 SPECIAL PROBLEMS IN
ESTIMATING RELIABILITY 105 THE STANDARD ERROR OF MEASUREMENT 106
EVALUATING THE STANDARD ERROR OF MEASUREMENT 108 CONTENTS RELIABILITY:
PRACTICAL STRATEGIES FOR TEACHERS SUMMARY 114 5 VALIDITY FOR TEACHERS
117 111 VII THREATS TO VALIDITY 118 RELIABILITY AND VALIDITY 119
TYPESOF VALIDITY VERSUS TYPES OF VALIDITY EVIDENCE 120 TYPES OF
VALIDITY EVIDENCE 123 EVIDENCE BASED ON TEST CONTENT 123 / EVIDENCE
BASED ON RELATIONS TO OTHER VARIABLES 126 / EVIDENCE BASED ON INTERNAL
STRUCTURE 133 / EVIDENCE BASED ON RESPONSE PROCESSES 134 / EVIDENCE
BASED ON CONSEQUENCES OF TESTING 134 / INTEGRATING EVIDENCE OFVALIDITY
135 VALIDITY: PRACTICAL STRATEGIES FOR TEACHERS 137 SUMMARY 138 6 ITEM
ANALYSIS FOR TEACHERS 141 ITEM DIFFICULTY INDEX (OR ITEM DIFFICULTY
LEVEL) 142 SPECIAL ASSESSMENT SITUATIONS AND HEM DIFFICULTY 144 ITEM
DISCRIMINATION 144 DISCRIMINATION INDEX 145 / HEM-TOTAL CORRELATION
COEFFICIENTS 147 / ITEM DISCRIMINATION ON MASTERY TESTS 149 / ITEM
ANALYSIS OF SPEED TESTS 150 DISTRACTER ANALYSIS 151 HOW DISTRACTERS
INFLUENCE ITEM DIFFICULTY AND DISCRIMINATION 152 ITEM ANALYSIS:
PRACTICAL STRATEGIES FOR TEACHERS 153 USING ITEM ANALYSIS TO IMPROVE
ITEMS 155 ITEM ANALYSIS OF PERFORMANCE ASSESSMENTS 157 QUALITATIVE ITEM
ANALYSIS 158 USING ITEM ANALYSIS TO IMPROVE CLASSROOM INSTRUCTION 159
SUMMARY 161 7 THE INITIAL STEPS IN DEVELOPING A CLASSROOM TEST 163
CHARACTERISTICS OF EDUCATIONAL OBJECTIVES 165 SCOPE 165 VIII CONTENTS
TAXONOMY OF EDUCATIONAL OBJECTIVES 166 COGNITIVE DOMAIN 166 / AFFECTIVE
DOMAIN 169 / PSYCHOMOTOR DOMAIN 170 BEHAVIORAL VERSUS NONBEHAVIORAL
EDUCATIONAL OBJECTIVES 171 WRITING EDUCATIONAL OBJECTIVES 172 DEVELOPING
A TABLE OF SPECIFICATIONS (OR TEST BLUEPRINT) 173 IMPLEMENTING THE TABLE
OF SPECIFICATIONS AND DEVELOPING AN ASSESSMENT 175 NORM-REFERENCED
VERSUS CRITERION-REFERENCED SCORE INTERPRETATIONS 176 SELECTING WHICH
TYPES OF ITEMS TO USE 176 / PUTTING THE ASSESSMENT TOGETHER 180
PREPARING YOUR STUDENTS AND ADMINISTERING THE ASSESSMENT 183 SUMMARY 185
8 THE DEVELOPMENT AND USE OF SELECTED-RESPONSE ITEMS 188 MULTIPLE-CHOICE
ITEMS 189 GUIDELINES FAR DEVELOPING MULTIPLE-CHOICE ITEMS 190 /
STRENGTHS AND WEAKNESSES OF MULTIPLE-CHOICE ITEMS 199 TRUE-FALSE ITEMS
204 GUIDELINES FAR DEVELOPING TRUE-FALSE ITEMS 205 / STRENGTHS AND
WEAKNESSES OF TRUE-FALSE ITEMS 206 MATCHING ITEMS 208 GUIDELINES FAR
DEVELOPING MATCHING ITEMS 209 / STRENGTHS AND WEAKNESSES OF MATCHING
ITEMS 211 SUMMARY 213 9 THE DEVELOPMENT AND USE OF CONSTRUCTED-RESPONSE
ITEMS 215 ORAL TESTING: THE ORAL ESSAY AS APRECURSOR OF
CONSTRUCTED-RESPONSE ITEMS 216 ESSAY ITEMS 217 PURPOSES OF ESSAY ITEMS
217 / ESSAY ITEMS AT DIFFERENT LEVELS OFCOMPLEXITY 219 /
RESTRICTED-RESPONSE VERSUS EXTENDED-RESPONSE ESSAYS 221 / GUIDELINES FAR
DEVELOPING ESSAY ITEMS 222 / STRENGTHS AND WEAKNESSES OF ESSAY ITEMS 223
/ GUIDELINES FOR SCORING ESSAY ITEMS 226 SHORT-ANSWER ITEMS 230
GUIDELINES FAR DEVELOPING SHORT-ANSWER ITEMS 232 / STRENGTHS AND
WEAKNESSES OF SHORT-ANSWER ITEMS 234 CONTENTS A FINAL NOTE:
CONSTRUCTED-RESPONSE VERSUS SELECTED-RESPONSE ITEMS SUMMARY 236 10
PERFORMANCE ASSESSMENTS AND PORTFOLIOS 238 235 IX WHAT ARE PERFORMANCE
ASSESSMENTS? 239 GUIDELINES FOR DEVELOPING EFFECTIVE PERFORMANCE
ASSESSMENTS 245 SELECTING APPROPRIATE PERFORMANCE TASKS 245 / DEVELOPING
LNSTRUCTIONS 249 DEVELOPING PROCEDURES FOR EVALUATING RESPONSES 249 /
IMPLEMENTING PROCEDURES TO MINIMIZE ERRORS IN RATING 254 STRENGTHS AND
WEAKNESSES OF PERFORMANCE ASSESSMENTS 258 PORTFOLIOS 262 GUIDELINES FOR
DEVELOPING PORTFOLIO ASSESSMENTS 262 / STRENGTHS AND WEAKNESSES OF
PORTFOLIO ASSESSMENTS 264 SUMMARY 266 11 ASSIGNING GRADES ON THE BASIS
OF CLASSROOM ASSESSMENTS 270 FEEDBACK AND EVALUATION 271 FORMAL AND
INFORMAL EVALUATION 274 / THE USE OF FORMATIVE EVALUATION IN SUMMATIVE
EVALUATION 274 REPORTING STUDENT PROGRESS: WHICH SYMBOLS TO USE? 275 THE
BASIS FOR ASSIGNING GRADES 277 FRAME OF REFERENCE 278 NORM-REFERENCED
GRADING (RELATIVE GRADING) 278 / CRITERION-REFERENCED GRADING (ABSOLUTE
GRADING) 280 / ACHIEVEMENT IN RELATION TO IMPROVEMENT OR EFFORT 281 /
ACHIEVEMENT RELATIVE TO ABILITY 282 / RECOMMENDATION 282 COMBINING
GRADES INTO A COMPOSITE 283 INFORMING STUDENTS OF GRADING SYSTEM 288
PARENT CONFERENCES 288 SUMMARY 289 12 STANDARDIZED ACHIEVEMENT TESTS IN
THE ERA OF HIGH-STAKES ASSESSMENT 291 GROUP-ADMINISTERED ACHIEVEMENT
TESTS 294 COMMERCIALLY DEVELOPED GROUP ACHIEVEMENT TESTS 295 /
STATE-DEVELOPED ACHIEVEMENT TESTS 304 / BEST PRACTICES IN USING
STANDARDIZED ACHIEVEMENT TESTS IN SCHOOLS 306 X CONTENTS INDIVIDUAL
ACHIEVEMENT TESTS 315 SELECTING AN ACHIEVEMENT BATTERY 317 SUMMARY 318
13 THE USE OF APTITUDE TESTS IN THE SCHOOLS 320 ABRIEF HISTORY OF
INTELLIGENCE TESTS 323 THE USE OF APTITUDE AND INTELLIGENCE TESTS IN
SCHOOLS 326 APTITUDE-ACHIEVEMENT DISCREPANCIES 327 MAJOR
APTITUDELINTELLIGENCE TESTS 329 GROUP APTITUDE/INTELLIGENCE TESTS 329 /
INDIVIDUAL APTITUDE/LNTELLIGENCE TESTS 334 / SELECTING
APTITUDE/LNTELLIGENCE TESTS 342 COLLEGE ADMISSION TESTS 343 SUMMARY 344
14 ASSESSMENT OF BEHAVIOR AND PERSONALITY 347 ASSESSING BEHAVIOR AND
PERSONALITY 349 RESPONSE SETS 349 / ASSESSMENT OF BEHAVIOR AND
PERSONALITY IN THE SCHOOLS 350 BEHAVIOR RATING SCALES 352 BEHAVIOR
ASSESSMENT SYSTEM FOR CHILDREN- TEACHER RATING SCALE AND PARENT RATING
SCALE (TRS AND PRS) 353 / CONNERS RATING SCALES-REVISED (CRS-R) 357 /
CHILD BEHAVIOR CHECKLIST AND TEACHER REPORT FORM (CBCL AND TRF) 358
SELF-REPORT MEASURES 360 BEHAVIOR ASSESSMENT SYSTEM FOR
CHILDREN-SELF-REPORT OF PERSONALITY (SRP) 360 / YOUTH SELF-REPORT (YSR)
364 PROJECTIVE TECHNIQUES 364 PROJECTIVE DRAWINGS 366 / SENTENCE
COMPLETION TESTS 367 / APPERCEPTION TESTS 367 / INKBLOT TECHNIQUES 367
SUMMARY 369 15 ASSESSMENT ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
371 MAJOR LEGISLATION THAT IMPACTS THE ASSESSMENT OF STUDENTS WITH
DISABILITIES 373 CONTENTS INDIVIDUALS WITH DISABILITIES EDUCATION ACT
(IDEA) IDEA CATEGORIES OF DISABILITIES 375 SECTION 504 378 373 XI TBE
RATIONALE FOR ASSESSMENTACCOMMODATIONS 379 WHEN ARE ACCOMMODATIONS NOT
APPROPRIATE OR NECESSARY? 380 STRATEGIES FOR ACCOMMODATIONS 380
MODIFICATIONS OF PRESENTATION FORMAT 381 / MODIFICATIONS OF RESPONSE
FORMAT 381 / MODIFICATIONS OFTIMING 383 / MODIFICATION OF SETTING 383
ADAPTIVE DEVICES AND SUPPORTS 383 / USING ONLY A PORTION OF A TEST 384
USING ALTERNATE ASSESSMENTS 385 DETERMINING WHAT ACCOMMODATIONS TO
PROVIDE 385 REPORTING RESULTS OF MODIFIEDASSESSMENTS 387 SUMMARY 390 16
THE PROBLEM OF BIAS IN EDUCATIONAL ASSESSMENT 395 WHAT DOWE MEAN BY
BIAS? 398 PAST AND PRESENT CONCERNS: A BRIEF LOOK 399 THE CONTROVERSY
OVER BIAS IN TESTING: ITS ORIGIN, WHAT IT IS, AND WHAT IT IS NOT 399
CULTURAL BIAS AND THE NATURE OF PSYCHOLOGICALTESTING 405 OBJECTIONS TO
THE USE OF EDUCATIONAL AND PSYCHOLOGICAL TESTSWITH MINORITY STUDENTS 406
INAPPROPRIATE CONTENT 406 / INAPPROPRIATE STANDARDIZATION SAMPIES 407
EXAMINER AND LANGUAGE BIAS 407 / INEQUITABLE SODAL CONSEQUENCES 407
MEASUREMENT OF DIFFERENT CONSTRUCTS 407 / DIFFERENTIAL PREDICTIVE
VALIDITY 407 / QUALITATIVELY DISTINCT APTITUDE AND PERSONALITY 407 THE
PROBLEM OF DEFINITIONIN TEST BIAS RESEARCH: DIFFERENTIAL VALIDITY 408
CULTURAL LOADING, CULTURAL BIAS, AND CULTURE-FREE TESTS 408
INAPPROPRIATE INDICATORS OF BIAS: MEAN DIFFERENCES AND EQUIVALENT
DISTRIBUTIONS 409 BIAS IN TEST CONTENT 410 BIAS IN OTHER INTERNAL
FEATURES OF TESTS 413 BIAS IN PREDICTION AND IN RELATION TO VARIABLES
EXTERNAL TO THE TEST 415 SUMMARY 420 XII CONTENTS 17 BEST PRACTICES IN
EDUCATIONAL ASSESSMENT 422 GUIDELINES FOR DEVELOPINGASSESSMENTS 424
GUIDELINES FOR SELECTING PUBLISHED ASSESSMENTS 425 GUIDELINES FOR
ADMINISTERING ASSESSMENTS 429 GUIDELINES FOR SCORING ASSESSMENTS 432
GUIDELINES FOR INTERPRETING, USING, AND COMMUNICATING ASSESSMENT RESULTS
434 RESPONSIBILITIES OF TESTTAKERS 435 SUMMARY 437 APPENDIX A: SUMMARY
STATEMENTS OF THE STUDENT EVALUATION STANDARDS (JCSEE, 2003) 441
APPENDIX B: CODE OF PROFESSIONAL RESPONSIBILITIES IN EDUCATIONAL
MEASUREMENT (NCME, 1995) 444 APPENDIX C: CODE OF FAIR TESTING PRACTICES
IN EDUCATION (JCTP, 1988) 452 APPENDIX D: RIGHTS AND RESPONSIBILITIES OF
TEST TAKERS: GUIDELINES AND EXPECTATIONS (JCTP, 1998) 456 APPENDIX E:
STANDARDS FOR TEACHER COMPETENCE IN EDUCATIONAL ASSESSMENT OF STUDENTS
(AFT, NCME, AND NEA, 1990) 465 APPENDIX F: PROPORTIONS OF AREA UNDER THE
NORMAL CURVE 471 APPENDIX G: ANSWERS TO PRACTICE PROBLEMS 475 REFERENCES
477 INDEX 483
|
| adam_txt |
VI CONTENTS ACCOUNTABILITY AND HIGH-STAKES ASSESSMENT 24 / TRENDS IN THE
ASSESSMENT OF STUDENTS WITH DISABILITIES 24 SUMMARY 26 2 THE BASIC
MATHEMATICS OF MEASUREMENT 31 THE ROLE OF MATHEMATICS IN ASSESSMENT 31
SCALES OF MEASUREMENT 32 WHAT IS MEASUREMENT? 32 / NOMINAL SCALES 33 /
ORDINAL SCALES 33 INTERVAL SCALES 34 _/ RATIO SCALES 34 THE DESCRIPTION
OF TEST SCORES 36 DISTRIBUTIONS 36 / MEASURES OF CENTRAL TENDENCY 40 /
MEASURES OFVARIABILITY 43 CORRELATION COEFFICIENTS 49 SCATTERPLOTS 50 /
CORRELATION AND PREDICTION 52 / TYPES OF CORRELATION COEFFICIENTS 52 /
CORRELATION VERSUS CAUSALITY 52 SUMMARY 55 3 THE MEANING OF TESTSCORES
58 NORM-REFERENCED AND CRITERION-REFERENCED SCORE INTERPRETATIONS 59
NORM-REFERENCED INTERPRETATIONS 60 / CRITERION-REFERENCED
INTERPRETATIONS 76 NORM-REFERENCED, CRITERION-REFERENCED, OR BOTH? 79
QUALITATIVE DESCRIPTION OF SCORES 81 SUMMARY 82 4 RELIABILITY FOR
TEACHERS 85 ERRORS OF MEASUREMENT 86 SOURCES OF MEASUREMENT ERROR 87
METHODS OF ESTIMATING RELIABILITY 90 TEST-RETEST RELIABILITY 92 /
ALTERNATE-FORM RELIABILITY 93 / INTERNAL- CONSISTENCY RELIABILITY 93 /
INTER-RATER RELIABILITY 97 / RELIABILITY OF COMPOSITE SCORES 99 /
SELECTING A RELIABILITY COEFFICIENT 99 / EVALUATING RELIABILITY
COEFFICIENTS 10I / HOW TO IMPROVE RELIABILITY 103 SPECIAL PROBLEMS IN
ESTIMATING RELIABILITY 105 THE STANDARD ERROR OF MEASUREMENT 106
EVALUATING THE STANDARD ERROR OF MEASUREMENT 108 CONTENTS RELIABILITY:
PRACTICAL STRATEGIES FOR TEACHERS SUMMARY 114 5 VALIDITY FOR TEACHERS
117 111 VII THREATS TO VALIDITY 118 RELIABILITY AND VALIDITY 119
"TYPESOF VALIDITY"VERSUS "TYPES OF VALIDITY EVIDENCE" 120 TYPES OF
VALIDITY EVIDENCE 123 EVIDENCE BASED ON TEST CONTENT 123 / EVIDENCE
BASED ON RELATIONS TO OTHER VARIABLES 126 / EVIDENCE BASED ON INTERNAL
STRUCTURE 133 / EVIDENCE BASED ON RESPONSE PROCESSES 134 / EVIDENCE
BASED ON CONSEQUENCES OF TESTING 134 / INTEGRATING EVIDENCE OFVALIDITY
135 VALIDITY: PRACTICAL STRATEGIES FOR TEACHERS 137 SUMMARY 138 6 ITEM
ANALYSIS FOR TEACHERS 141 ITEM DIFFICULTY INDEX (OR ITEM DIFFICULTY
LEVEL) 142 SPECIAL ASSESSMENT SITUATIONS AND HEM DIFFICULTY 144 ITEM
DISCRIMINATION 144 DISCRIMINATION INDEX 145 / HEM-TOTAL CORRELATION
COEFFICIENTS 147 / ITEM DISCRIMINATION ON MASTERY TESTS 149 / ITEM
ANALYSIS OF SPEED TESTS 150 DISTRACTER ANALYSIS 151 HOW DISTRACTERS
INFLUENCE ITEM DIFFICULTY AND DISCRIMINATION 152 ITEM ANALYSIS:
PRACTICAL STRATEGIES FOR TEACHERS 153 USING ITEM ANALYSIS TO IMPROVE
ITEMS 155 ITEM ANALYSIS OF PERFORMANCE ASSESSMENTS 157 QUALITATIVE ITEM
ANALYSIS 158 USING ITEM ANALYSIS TO IMPROVE CLASSROOM INSTRUCTION 159
SUMMARY 161 7 THE INITIAL STEPS IN DEVELOPING A CLASSROOM TEST 163
CHARACTERISTICS OF EDUCATIONAL OBJECTIVES 165 SCOPE 165 VIII CONTENTS
TAXONOMY OF EDUCATIONAL OBJECTIVES 166 COGNITIVE DOMAIN 166 / AFFECTIVE
DOMAIN 169 / PSYCHOMOTOR DOMAIN 170 BEHAVIORAL VERSUS NONBEHAVIORAL
EDUCATIONAL OBJECTIVES 171 WRITING EDUCATIONAL OBJECTIVES 172 DEVELOPING
A TABLE OF SPECIFICATIONS (OR TEST BLUEPRINT) 173 IMPLEMENTING THE TABLE
OF SPECIFICATIONS AND DEVELOPING AN ASSESSMENT 175 NORM-REFERENCED
VERSUS CRITERION-REFERENCED SCORE INTERPRETATIONS 176 SELECTING WHICH
TYPES OF ITEMS TO USE 176 / PUTTING THE ASSESSMENT TOGETHER 180
PREPARING YOUR STUDENTS AND ADMINISTERING THE ASSESSMENT 183 SUMMARY 185
8 THE DEVELOPMENT AND USE OF SELECTED-RESPONSE ITEMS 188 MULTIPLE-CHOICE
ITEMS 189 GUIDELINES FAR DEVELOPING MULTIPLE-CHOICE ITEMS 190 /
STRENGTHS AND WEAKNESSES OF MULTIPLE-CHOICE ITEMS 199 TRUE-FALSE ITEMS
204 GUIDELINES FAR DEVELOPING TRUE-FALSE ITEMS 205 / STRENGTHS AND
WEAKNESSES OF TRUE-FALSE ITEMS 206 MATCHING ITEMS 208 GUIDELINES FAR
DEVELOPING MATCHING ITEMS 209 / STRENGTHS AND WEAKNESSES OF MATCHING
ITEMS 211 SUMMARY 213 9 THE DEVELOPMENT AND USE OF CONSTRUCTED-RESPONSE
ITEMS 215 ORAL TESTING: THE ORAL ESSAY AS APRECURSOR OF
CONSTRUCTED-RESPONSE ITEMS 216 ESSAY ITEMS 217 PURPOSES OF ESSAY ITEMS
217 / ESSAY ITEMS AT DIFFERENT LEVELS OFCOMPLEXITY 219 /
RESTRICTED-RESPONSE VERSUS EXTENDED-RESPONSE ESSAYS 221 / GUIDELINES FAR
DEVELOPING ESSAY ITEMS 222 / STRENGTHS AND WEAKNESSES OF ESSAY ITEMS 223
/ GUIDELINES FOR SCORING ESSAY ITEMS 226 SHORT-ANSWER ITEMS 230
GUIDELINES FAR DEVELOPING SHORT-ANSWER ITEMS 232 / STRENGTHS AND
WEAKNESSES OF SHORT-ANSWER ITEMS 234 CONTENTS A FINAL NOTE:
CONSTRUCTED-RESPONSE VERSUS SELECTED-RESPONSE ITEMS SUMMARY 236 10
PERFORMANCE ASSESSMENTS AND PORTFOLIOS 238 235 IX WHAT ARE PERFORMANCE
ASSESSMENTS? 239 GUIDELINES FOR DEVELOPING EFFECTIVE PERFORMANCE
ASSESSMENTS 245 SELECTING APPROPRIATE PERFORMANCE TASKS 245 / DEVELOPING
LNSTRUCTIONS 249 DEVELOPING PROCEDURES FOR EVALUATING RESPONSES 249 /
IMPLEMENTING PROCEDURES TO MINIMIZE ERRORS IN RATING 254 STRENGTHS AND
WEAKNESSES OF PERFORMANCE ASSESSMENTS 258 PORTFOLIOS 262 GUIDELINES FOR
DEVELOPING PORTFOLIO ASSESSMENTS 262 / STRENGTHS AND WEAKNESSES OF
PORTFOLIO ASSESSMENTS 264 SUMMARY 266 11 ASSIGNING GRADES ON THE BASIS
OF CLASSROOM ASSESSMENTS 270 FEEDBACK AND EVALUATION 271 FORMAL AND
INFORMAL EVALUATION 274 / THE USE OF FORMATIVE EVALUATION IN SUMMATIVE
EVALUATION 274 REPORTING STUDENT PROGRESS: WHICH SYMBOLS TO USE? 275 THE
BASIS FOR ASSIGNING GRADES 277 FRAME OF REFERENCE 278 NORM-REFERENCED
GRADING (RELATIVE GRADING) 278 / CRITERION-REFERENCED GRADING (ABSOLUTE
GRADING) 280 / ACHIEVEMENT IN RELATION TO IMPROVEMENT OR EFFORT 281 /
ACHIEVEMENT RELATIVE TO ABILITY 282 / RECOMMENDATION 282 COMBINING
GRADES INTO A COMPOSITE 283 INFORMING STUDENTS OF GRADING SYSTEM 288
PARENT CONFERENCES 288 SUMMARY 289 12 STANDARDIZED ACHIEVEMENT TESTS IN
THE ERA OF HIGH-STAKES ASSESSMENT 291 GROUP-ADMINISTERED ACHIEVEMENT
TESTS 294 COMMERCIALLY DEVELOPED GROUP ACHIEVEMENT TESTS 295 /
STATE-DEVELOPED ACHIEVEMENT TESTS 304 / BEST PRACTICES IN USING
STANDARDIZED ACHIEVEMENT TESTS IN SCHOOLS 306 X CONTENTS INDIVIDUAL
ACHIEVEMENT TESTS 315 SELECTING AN ACHIEVEMENT BATTERY 317 SUMMARY 318
13 THE USE OF APTITUDE TESTS IN THE SCHOOLS 320 ABRIEF HISTORY OF
INTELLIGENCE TESTS 323 THE USE OF APTITUDE AND INTELLIGENCE TESTS IN
SCHOOLS 326 APTITUDE-ACHIEVEMENT DISCREPANCIES 327 MAJOR
APTITUDELINTELLIGENCE TESTS 329 GROUP APTITUDE/INTELLIGENCE TESTS 329 /
INDIVIDUAL APTITUDE/LNTELLIGENCE TESTS 334 / SELECTING
APTITUDE/LNTELLIGENCE TESTS 342 COLLEGE ADMISSION TESTS 343 SUMMARY 344
14 ASSESSMENT OF BEHAVIOR AND PERSONALITY 347 ASSESSING BEHAVIOR AND
PERSONALITY 349 RESPONSE SETS 349 / ASSESSMENT OF BEHAVIOR AND
PERSONALITY IN THE SCHOOLS 350 BEHAVIOR RATING SCALES 352 BEHAVIOR
ASSESSMENT SYSTEM FOR CHILDREN- TEACHER RATING SCALE AND PARENT RATING
SCALE (TRS AND PRS) 353 / CONNERS RATING SCALES-REVISED (CRS-R) 357 /
CHILD BEHAVIOR CHECKLIST AND TEACHER REPORT FORM (CBCL AND TRF) 358
SELF-REPORT MEASURES 360 BEHAVIOR ASSESSMENT SYSTEM FOR
CHILDREN-SELF-REPORT OF PERSONALITY (SRP) 360 / YOUTH SELF-REPORT (YSR)
364 PROJECTIVE TECHNIQUES 364 PROJECTIVE DRAWINGS 366 / SENTENCE
COMPLETION TESTS 367 / APPERCEPTION TESTS 367 / INKBLOT TECHNIQUES 367
SUMMARY 369 15 ASSESSMENT ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
371 MAJOR LEGISLATION THAT IMPACTS THE ASSESSMENT OF STUDENTS WITH
DISABILITIES 373 CONTENTS INDIVIDUALS WITH DISABILITIES EDUCATION ACT
(IDEA) IDEA CATEGORIES OF DISABILITIES 375 SECTION 504 378 373 XI TBE
RATIONALE FOR ASSESSMENTACCOMMODATIONS 379 WHEN ARE ACCOMMODATIONS NOT
APPROPRIATE OR NECESSARY? 380 STRATEGIES FOR ACCOMMODATIONS 380
MODIFICATIONS OF PRESENTATION FORMAT 381 / MODIFICATIONS OF RESPONSE
FORMAT 381 / MODIFICATIONS OFTIMING 383 / MODIFICATION OF SETTING 383
ADAPTIVE DEVICES AND SUPPORTS 383 / USING ONLY A PORTION OF A TEST 384
USING ALTERNATE ASSESSMENTS 385 DETERMINING WHAT ACCOMMODATIONS TO
PROVIDE 385 REPORTING RESULTS OF MODIFIEDASSESSMENTS 387 SUMMARY 390 16
THE PROBLEM OF BIAS IN EDUCATIONAL ASSESSMENT 395 WHAT DOWE MEAN BY
BIAS? 398 PAST AND PRESENT CONCERNS: A BRIEF LOOK 399 THE CONTROVERSY
OVER BIAS IN TESTING: ITS ORIGIN, WHAT IT IS, AND WHAT IT IS NOT 399
CULTURAL BIAS AND THE NATURE OF PSYCHOLOGICALTESTING 405 OBJECTIONS TO
THE USE OF EDUCATIONAL AND PSYCHOLOGICAL TESTSWITH MINORITY STUDENTS 406
INAPPROPRIATE CONTENT 406 / INAPPROPRIATE STANDARDIZATION SAMPIES 407
EXAMINER AND LANGUAGE BIAS 407 / INEQUITABLE SODAL CONSEQUENCES 407
MEASUREMENT OF DIFFERENT CONSTRUCTS 407 / DIFFERENTIAL PREDICTIVE
VALIDITY 407 / QUALITATIVELY DISTINCT APTITUDE AND PERSONALITY 407 THE
PROBLEM OF DEFINITIONIN TEST BIAS RESEARCH: DIFFERENTIAL VALIDITY 408
CULTURAL LOADING, CULTURAL BIAS, AND CULTURE-FREE TESTS 408
INAPPROPRIATE INDICATORS OF BIAS: MEAN DIFFERENCES AND EQUIVALENT
DISTRIBUTIONS 409 BIAS IN TEST CONTENT 410 BIAS IN OTHER INTERNAL
FEATURES OF TESTS 413 BIAS IN PREDICTION AND IN RELATION TO VARIABLES
EXTERNAL TO THE TEST 415 SUMMARY 420 XII CONTENTS 17 BEST PRACTICES IN
EDUCATIONAL ASSESSMENT 422 GUIDELINES FOR DEVELOPINGASSESSMENTS 424
GUIDELINES FOR SELECTING PUBLISHED ASSESSMENTS 425 GUIDELINES FOR
ADMINISTERING ASSESSMENTS 429 GUIDELINES FOR SCORING ASSESSMENTS 432
GUIDELINES FOR INTERPRETING, USING, AND COMMUNICATING ASSESSMENT RESULTS
434 RESPONSIBILITIES OF TESTTAKERS 435 SUMMARY 437 APPENDIX A: SUMMARY
STATEMENTS OF THE STUDENT EVALUATION STANDARDS (JCSEE, 2003) 441
APPENDIX B: CODE OF PROFESSIONAL RESPONSIBILITIES IN EDUCATIONAL
MEASUREMENT (NCME, 1995) 444 APPENDIX C: CODE OF FAIR TESTING PRACTICES
IN EDUCATION (JCTP, 1988) 452 APPENDIX D: RIGHTS AND RESPONSIBILITIES OF
TEST TAKERS: GUIDELINES AND EXPECTATIONS (JCTP, 1998) 456 APPENDIX E:
STANDARDS FOR TEACHER COMPETENCE IN EDUCATIONAL ASSESSMENT OF STUDENTS
(AFT, NCME, AND NEA, 1990) 465 APPENDIX F: PROPORTIONS OF AREA UNDER THE
NORMAL CURVE 471 APPENDIX G: ANSWERS TO PRACTICE PROBLEMS 475 REFERENCES
477 INDEX 483 |
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| discipline | Pädagogik |
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| id | DE-604.BV021330891 |
| illustrated | Illustrated |
| index_date | 2024-07-02T14:01:34Z |
| indexdate | 2024-07-09T20:35:50Z |
| institution | BVB |
| isbn | 0205376029 |
| language | English |
| lccn | 2004063385 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014651170 |
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| physical | xiv, 489 p. ill. 24 cm |
| publishDate | 2006 |
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| publisher | Pearson Allyn and Bacon |
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| spelling | Reynolds, Cecil R. Verfasser aut Measurement and assessment in education Cecil R. Reynolds, Ronald B. Livingston, Victor Willson Boston [u.a.] Pearson Allyn and Bacon c2006 xiv, 489 p. ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 477-482) and index Tests et mesures en éducation - Guides, manuels, etc Educational tests and measurements Handbooks, manuals, etc Leistungsmessung (DE-588)4167290-2 gnd rswk-swf Leistungstest (DE-588)4114396-6 gnd rswk-swf Bildungswesen (DE-588)4006681-2 gnd rswk-swf Bildungswesen (DE-588)4006681-2 s Leistungsmessung (DE-588)4167290-2 s Leistungstest (DE-588)4114396-6 s DE-604 Livingston, Ronald B. Verfasser aut Willson, Victor L. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014651170&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Reynolds, Cecil R. Livingston, Ronald B. Willson, Victor L. Measurement and assessment in education Tests et mesures en éducation - Guides, manuels, etc Educational tests and measurements Handbooks, manuals, etc Leistungsmessung (DE-588)4167290-2 gnd Leistungstest (DE-588)4114396-6 gnd Bildungswesen (DE-588)4006681-2 gnd |
| subject_GND | (DE-588)4167290-2 (DE-588)4114396-6 (DE-588)4006681-2 |
| title | Measurement and assessment in education |
| title_auth | Measurement and assessment in education |
| title_exact_search | Measurement and assessment in education |
| title_exact_search_txtP | Measurement and assessment in education |
| title_full | Measurement and assessment in education Cecil R. Reynolds, Ronald B. Livingston, Victor Willson |
| title_fullStr | Measurement and assessment in education Cecil R. Reynolds, Ronald B. Livingston, Victor Willson |
| title_full_unstemmed | Measurement and assessment in education Cecil R. Reynolds, Ronald B. Livingston, Victor Willson |
| title_short | Measurement and assessment in education |
| title_sort | measurement and assessment in education |
| topic | Tests et mesures en éducation - Guides, manuels, etc Educational tests and measurements Handbooks, manuals, etc Leistungsmessung (DE-588)4167290-2 gnd Leistungstest (DE-588)4114396-6 gnd Bildungswesen (DE-588)4006681-2 gnd |
| topic_facet | Tests et mesures en éducation - Guides, manuels, etc Educational tests and measurements Handbooks, manuals, etc Leistungsmessung Leistungstest Bildungswesen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014651170&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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