Verfügbarkeit: Measurement and statistics for teachers

Measurement and statistics for teachers:

"This text shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics such as how to develop and use effective classroom tests, how to carry out inform...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
1. Verfasser:	Van Blerkom, Malcolm L. 1946- (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	New York [u.a.] Routledge 2009
Ausgabe:	1. publ.
Schlagworte:	Educational tests and measurements Educational statistics Schulleistungsmessung
Online-Zugang:	Inhaltsverzeichnis
Zusammenfassung:	"This text shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics such as how to develop and use effective classroom tests, how to carry out informal assessments, performance assessments, portfolio assessments, and how to use and interpret standardized tests. Part II provides a more complete coverage of basic descriptive statistics and their use in the classroom than any text now available."--BOOK JACKET.
Beschreibung:	Includes bibliographical references and index
Beschreibung:	XXI, 287 S.
ISBN:	9780415995658 0415995655 9780805864571 0805864571

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Datensatz im Suchindex

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adam_text	CONTENTS Preface Acknowledgements PART I MEASUREMENT Section I Basic Issues in Measurement Chapter 1 Introduction to Measurement Introduction The Role of Measurement Measurement, Assessment, and Evaluation Assessment Measurement Evaluation Formal vs. Informal Assessment Classroom Assessment Preliminary or Placement Assessment Diagnostic Assessment Formative Assessment Summative Assessment Maximum vs. Typical Performance Measures Uses of Measurement Summary Exercises Spotlight on the Classroom Study Tips: Setting Effective Academic Goah xvii xxi 5 5 5 6 6 6 7 8 8 8 9 9 10 11 11 12 13 13 14 viii · Contents Chapter 2 Frames of Reference: Interpreting Test Scores Introduction Four Frames of Reference Ability-Referenced Interpretations Growth-Referenced Interpretations Norm-Referenced Interpretations Criterion-Referenced Interpretations A Comparison of Norm-Referenced and Criterion-Referenced Interpretations Choosing a Frame of Ref erence for Assessment Characteristics of Norm-Referenced and Criterion-Referenced Tests Item Difficulty Number of Items on the Test Summary Exercises Spotlight on the Classroom Study Tips: Time Management Chapter 3 Developing Objectives Introduction Standards Planning by Using Goals and Objectives Goals vs. Objectives Benjamin Bloom s Taxonomy of Objectives Knowledge Level Objectives Comprehension Level Objectives Application Level Objectives Analysis Level Objectives Synthesis Level Objectives Evaluation Level Objectives Robert Mager s Instructional Objectives Norman Gronlund s Instructional Objectives Robert Gagné s Learning Outcomes Gagné s Categories Using Objectives Summary Exercises Spotlight on the Classroom Chapter 4 Reliability Introduction 16 16 16 16 17 19 20 21 22 23 24 24 25 25 26 26 28 28 28 29 29 31 32 32 32 32 32 33 33 34 35 35 36 37 38 39 40 40 Contents · ix What is Reliability? 40 Theoretical Model of Reliability 41 Computing Reliability 45 Reliability and Validity 45 Estimating Reliability 46 Test-Retest Reliability 47 Alternate Form Reliability 48 Internal Consistency Reliability 48 Interpreting Reliabilities 51 Improving Test Reliability 52 Reducing Subject Effects 52 Reducing Test Effects 53 Reducing Environmental Effects 54 Some Final Comments about Reliability 55 Summary 55 Exercises 55 Spotlight on the Classroom 56 Chapter 5 Validity 57 Introduction 57 Perspectives on Validity 57 Content-Related Evidence of Validity 58 Criterion-Related Evidence of Validity 61 Construct-Related Evidence of Validity 62 Which Perspective is the Most Important? 63 Reliability and Validity 64 Summary 65 Exercises 65 Spotlight on the Classroom 66 Section II Classroom Testing 67 Chapter 6 Completion and Short-Answer Items 69 Introduction 69 Short-Answer Items 69 Advantages and Limitations of Short-Answer Items 71 Advantages 71 Limitations 71 Attributes Desired in Short-Answer Items 72 Evaluating Short-Answer Items 76 Summary 77 Exercises 77 Spotlight on the Classroom jj χ · Contents Chapter 7 Chapter 8 Chapter 9 Essay Items 79 Introduction 79 Advantages and Limitations of the Essay Format 79 Advantages 79 Limitations 80 Types of Essay Item 81 Scoring Essay Items 82 Holistic Scoring 82 Analytic Scoring 83 General Recommendations for Scoring Essay Answers 83 Attributes Desired in Essay Items 84 Evaluating Essay Items 86 Summary 87 Exercises 87 Spotlight on the Classroom 88 Multiple-Choice Items 89 Introduction 89 Advantages and Limitations of Multiple-Choice Items 89 Advantages 89 Limitations 91 Attributes Desired in Multiple-Choice Items 92 Evaluating Multiple-Choice Items 98 Various Types of Multiple-Choice Item 100 Matching Items 100 Range-of-Value Items 100 Ranking Options 101 Interpretive Exercises 101 Number of Alternatives 102 Summary 103 Exercises 103 Spotlight on the Classroom 103 True-false Items (and Variations) 105 Introduction 105 Advantages and Limitations of True-false Items 105 Advantages 105 Limitations 106 Attributes of Good True-false Items 107 Evaluating True-false Items HI Variations in the True-false Format 112 True-false with Correction 112 Chapter 10 Chapter 11 Contents · xi Embedded True-false Items 112 Sequential True-false Items 113 Checklists 114 Summary 114 Exercises 114 Spotlight on the Classroom 115 Producing and Administering Tests 116 Introâuction 116 Designing a Test 116 Defining the Purpose of the Test 116 Choosing the Types of Items to Use 117 Choosing the Number of Items to be Used 117 Choosing the Difficulty Level of the Items 117 Assuring Sufficient Accuracy 118 Producing a Test 120 Preparing the Items 120 Ordering the Items 120 Formatting the Test 120 Preparing Instructions 121 Proofreading 121 Administering the Test 122 Setting Up an Appropriate Testing Environment 122 Summary 122 Exercises 123 Spotlight on the Classroom 124 Analyzing Tests 125 Introduction 125 Test Analysis 125 Item Analysis 126 Item Difficulty 127 Item Discrimination 127 Distractor Analysis 129 Item Analysis Practice 130 The Stability of Item Analyses 132 Summary 133 Exercises 133 Spotlight on the Classroom 134 xii · Contents Section IH Alternative Assessment Techniques 135 Chapter 12 Chapter 13 Informal Assessment 137 Introduction 137 What is Informal Assessment? 137 Types of Informal Assessment 138 Informal Observations 138 Questions 138 Characteristics of Informal Assessment 139 Planning for Observations and Questions 142 Choosing Behaviors to Observe 142 The Validity Question 142 The Reliability Question 143 Techniques for Effective Informal Assessment 143 Planning Informal Assessment 143 Use Informal Assessment Frequently 144 Maintain Positive Interactions with your Students 144 Use the Results of Informal Assessment to Alter Instruction 144 Summary 145 Exercises 145 Spotlight on the Classroom 146 Performance Assessments 147 Introduction 147 What are Performance Assessments? 147 Types of Performance Assessment 148 Process vs. Product 148 Simulated vs. Real Settings 148 Natural vs. Structured Settings 149 When Are Performance Assessments Appropriate To Use? 149 Advantages and Limitations of Performance Assessment 150 Advantages 150 Limitations 150 Planning and Developing Performance Assessments 151 Tie Assessment to Objectives 151 Measure Important Skills 151 Establish Precise Skills to Measure 152 Focus on Process or Product Only 152 Define the Tasks for the Students 152 Scoring Performance Assessments 152 Checklists 152 Contents · sii Rating Scales 153 Rubrics 154 Summary 156 Exercises 157 Spotlight on the Classroom 157 Chapter 14 Portfolios 159 Introduction 159 What Makes Portfolios Distinctive? 159 Advantages and Limitations 160 Advantages 160 Limitations 160 Components of Portfolios 161 The List of Goals 161 Work Samples 162 Annotations 162 When is Portfolio Assessment the Most Effective? 162 Helping Students Develop Their Portfolios 163 Scoring Portfolios 163 The Future of Portfolio Assessment 164 Summary 164 Exercises 165 Spotlight on the Classroom 165 Section IV Additional Measurement Issues 167 Chapter 15 Teaching Students Test-Taking Skills 169 Introduction 169 General Test-Taking Strategies 170 Budgeting Time 170 Reading Directions 170 Reading Items Carefully 171 Checking Tests before Turning Them In 172 Test-Taking Strategies for Specific Test Formats 172 Strategies for Short-Answer Tests 172 Strategies for Essay Tests 173 Strategies for Multiple-Choice Tests 173 Strategies for True-false Tests 174 Familiarity with Testing Approaches I75 Approaches to Teaching Test-Taking Skills 175 Summary 176 Exercises 176 Spotlight on the Classroom 176 Contents Chapter 16 Chapter 17 Standardized Tests 178 Introduction 178 General Characteristics of Standardized Tests 178 A Case Study in Developing a Standardized Test 179 Steps in Building a Standardized Test 180 Setting Interpretation Standards 180 Standardized Test Administration 181 Achievement Tests 181 Single-Subject-Area Achievement Tests 181 Survey Batteries 182 Diagnostic Tests 183 Reading Readiness Tests 184 Aptitude Tests 185 Individual Aptitude Tests 186 Group Aptitude Tests 187 Other Types of Standardized Test 188 Using Standardized Tests Effectively in the Schools 188 Selecting Standardized Tests 188 Making Predictions Based on Test Scores 189 Using Standardized Tests Appropriately 189 The Effects of No Child Left Behind and Other Federal Mandates 190 Summary 191 Exercises 191 Spotlight on the Classroom 192 Alternative Ways to Report Test Scores 193 Introduction 193 Percennie Ranks 193 Standardized Scores 195 z-Scores 196 T-Scores 197 SAT Scores 198 Normalized Standard Scores 199 Normal Curve Equivalent Scores 200 Stanines 201 Grade Equivalent Scores 201 Building Confidence Intervals 202 Error Variance 202 Standard Error of Measurement 203 Using the SEM to Build Confidence Intervals 205 Factors Affecting the Width of Confidence Intervals 205 Contents · xv Summary 206 Exercises 207 Spotlight on the Classroom 208 PART II DESCRIPTIVE STATISTICS 209 Chapter 18 The Language and Logic of Statistics 211 Introduction 211 Basic Language and Logic 211 Constants and Variables 211 Populations and Samples 212 Parameters and Statistics 214 Measurement Scales 216 Categorical Data 216 Ranked Data 217 Numerical Data 218 Discrete Data vs. Continuous Data 219 Summary 219 Exercises 220 Spotlight on the Classroom 221 Study Tips: How to Read a Measurement and Statistics Text 221 Chapter 19 Frequency Distributions and Graphs 223 Introduction 223 Frequency Distributions 223 Frequencies 223 Proportion and Percentages 225 Grouped Frequency Distributions 227 Graphing Frequency Distributions 229 Bar Charts 229 Pie Charts 230 Histograms 230 Frequency Polygons 231 Forms of Frequency Distribution 232 Cumulative Frequency Distributions 234 Summary 235 Exercises 235 Spotlight on the Classroom 237 Study Tips: How to Take Lecture Notes in a Measurement and Statistics Class 237 Chapter 20 Central Tendency: What is a Typical Score? 239 Introduction 239 xvi · Contents Chapter 21 Chapter 22 Measures of Central Tendency Mode Median Mean Deviation Scores Characteristics of Central Tendency Measures Stability of Central Tendency Measures Uses of Central Tendency Measures Central Tendency and Form Summary Exercises Spotlight on the Classroom Study Tips: Learning Technical Terminology Variability: How Spread Out Are the Scores? Introduction The Variability Question Ranges Variance and Standard Deviation Summary Exercises Spotlight on the Classroom Study Tips: How to Prepare for an Exam Correlation introduction Bivariate Statistics z-Scores Pearson Product-Moment Correlation Coefficient Computational Formula for the PPMC Correlation and Prediction Summary Exercises Spotlight on the Classroom Study Tips: How to Learn from an Exam References Index 239 239 240 245 247 248 248 249 250 250 250 251 252 254 254 254 255 256 262 262 264 264 266 266 266 268 270 274 275 276 277 278 278 281 283
adam_txt	CONTENTS Preface Acknowledgements PART I MEASUREMENT Section I Basic Issues in Measurement Chapter 1 Introduction to Measurement Introduction The Role of Measurement Measurement, Assessment, and Evaluation Assessment Measurement Evaluation Formal vs. Informal Assessment Classroom Assessment Preliminary or Placement Assessment Diagnostic Assessment Formative Assessment Summative Assessment Maximum vs. Typical Performance Measures Uses of Measurement Summary Exercises Spotlight on the Classroom Study Tips: Setting Effective Academic Goah xvii xxi 5 5 5 6 6 6 7 8 8 8 9 9 10 11 11 12 13 13 14 viii · Contents Chapter 2 Frames of Reference: Interpreting Test Scores Introduction Four Frames of Reference Ability-Referenced Interpretations Growth-Referenced Interpretations Norm-Referenced Interpretations Criterion-Referenced Interpretations A Comparison of Norm-Referenced and Criterion-Referenced Interpretations Choosing a Frame of Ref erence for Assessment Characteristics of Norm-Referenced and Criterion-Referenced Tests Item Difficulty Number of Items on the Test Summary Exercises Spotlight on the Classroom Study Tips: Time Management Chapter 3 Developing Objectives Introduction Standards Planning by Using Goals and Objectives Goals vs. Objectives Benjamin Bloom's Taxonomy of Objectives Knowledge Level Objectives Comprehension Level Objectives Application Level Objectives Analysis Level Objectives Synthesis Level Objectives Evaluation Level Objectives Robert Mager's Instructional Objectives Norman Gronlund's Instructional Objectives Robert Gagné's Learning Outcomes Gagné's Categories Using Objectives Summary Exercises Spotlight on the Classroom Chapter 4 Reliability Introduction 16 16 16 16 17 19 20 21 22 23 24 24 25 25 26 26 28 28 28 29 29 31 32 32 32 32 32 33 33 34 35 35 36 37 38 39 40 40 Contents · ix What is Reliability? 40 Theoretical Model of Reliability 41 Computing Reliability 45 Reliability and Validity 45 Estimating Reliability 46 Test-Retest Reliability 47 Alternate Form Reliability 48 Internal Consistency Reliability 48 Interpreting Reliabilities 51 Improving Test Reliability 52 Reducing Subject Effects 52 Reducing Test Effects 53 Reducing Environmental Effects 54 Some Final Comments about Reliability 55 Summary 55 Exercises 55 Spotlight on the Classroom 56 Chapter 5 Validity 57 Introduction 57 Perspectives on Validity 57 Content-Related Evidence of Validity 58 Criterion-Related Evidence of Validity 61 Construct-Related Evidence of Validity 62 Which Perspective is the Most Important? 63 Reliability and Validity 64 Summary 65 Exercises 65 Spotlight on the Classroom 66 Section II Classroom Testing 67 Chapter 6 Completion and Short-Answer Items 69 Introduction 69 Short-Answer Items 69 Advantages and Limitations of Short-Answer Items 71 Advantages 71 Limitations 71 Attributes Desired in Short-Answer Items 72 Evaluating Short-Answer Items 76 Summary 77 Exercises 77 Spotlight on the Classroom jj χ · Contents Chapter 7 Chapter 8 Chapter 9 Essay Items 79 Introduction 79 Advantages and Limitations of the Essay Format 79 Advantages 79 Limitations 80 Types of Essay Item 81 Scoring Essay Items 82 Holistic Scoring 82 Analytic Scoring 83 General Recommendations for Scoring Essay Answers 83 Attributes Desired in Essay Items 84 Evaluating Essay Items 86 Summary 87 Exercises 87 Spotlight on the Classroom 88 Multiple-Choice Items 89 Introduction 89 Advantages and Limitations of Multiple-Choice Items 89 Advantages 89 Limitations 91 Attributes Desired in Multiple-Choice Items 92 Evaluating Multiple-Choice Items 98 Various Types of Multiple-Choice Item 100 Matching Items 100 Range-of-Value Items 100 Ranking Options 101 Interpretive Exercises 101 Number of Alternatives 102 Summary 103 Exercises 103 Spotlight on the Classroom 103 True-false Items (and Variations) 105 Introduction 105 Advantages and Limitations of True-false Items 105 Advantages 105 Limitations 106 Attributes of Good True-false Items 107 Evaluating True-false Items HI Variations in the True-false Format 112 True-false with Correction 112 Chapter 10 Chapter 11 Contents · xi Embedded True-false Items 112 Sequential True-false Items 113 Checklists 114 Summary 114 Exercises 114 Spotlight on the Classroom 115 Producing and Administering Tests 116 Introâuction 116 Designing a Test 116 Defining the Purpose of the Test 116 Choosing the Types of Items to Use 117 Choosing the Number of Items to be Used 117 Choosing the Difficulty Level of the Items 117 Assuring Sufficient Accuracy 118 Producing a Test 120 Preparing the Items 120 Ordering the Items 120 Formatting the Test 120 Preparing Instructions 121 Proofreading 121 Administering the Test 122 Setting Up an Appropriate Testing Environment 122 Summary 122 Exercises 123 Spotlight on the Classroom 124 Analyzing Tests 125 Introduction 125 Test Analysis 125 Item Analysis 126 Item Difficulty 127 Item Discrimination 127 Distractor Analysis 129 Item Analysis Practice 130 The Stability of Item Analyses 132 Summary 133 Exercises 133 Spotlight on the Classroom 134 xii · Contents Section IH Alternative Assessment Techniques 135 Chapter 12 Chapter 13 Informal Assessment 137 Introduction 137 What is Informal Assessment? 137 Types of Informal Assessment 138 Informal Observations 138 Questions 138 Characteristics of Informal Assessment 139 Planning for Observations and Questions 142 Choosing Behaviors to Observe 142 The Validity Question 142 The Reliability Question 143 Techniques for Effective Informal Assessment 143 Planning Informal Assessment 143 Use Informal Assessment Frequently 144 Maintain Positive Interactions with your Students 144 Use the Results of Informal Assessment to Alter Instruction 144 Summary 145 Exercises 145 Spotlight on the Classroom 146 Performance Assessments 147 Introduction 147 What are Performance Assessments? 147 Types of Performance Assessment 148 Process vs. Product 148 Simulated vs. Real Settings 148 Natural vs. Structured Settings 149 When Are Performance Assessments Appropriate To Use? 149 Advantages and Limitations of Performance Assessment 150 Advantages 150 Limitations 150 Planning and Developing Performance Assessments 151 Tie Assessment to Objectives 151 Measure Important Skills 151 Establish Precise Skills to Measure 152 Focus on Process or Product Only 152 Define the Tasks for the Students 152 Scoring Performance Assessments 152 Checklists 152 Contents · sii Rating Scales 153 Rubrics 154 Summary 156 Exercises 157 Spotlight on the Classroom 157 Chapter 14 Portfolios 159 Introduction 159 What Makes Portfolios Distinctive? 159 Advantages and Limitations 160 Advantages 160 Limitations 160 Components of Portfolios 161 The List of Goals 161 Work Samples 162 Annotations 162 When is Portfolio Assessment the Most Effective? 162 Helping Students Develop Their Portfolios 163 Scoring Portfolios 163 The Future of Portfolio Assessment 164 Summary 164 Exercises 165 Spotlight on the Classroom 165 Section IV Additional Measurement Issues 167 Chapter 15 Teaching Students Test-Taking Skills 169 Introduction 169 General Test-Taking Strategies 170 Budgeting Time 170 Reading Directions 170 Reading Items Carefully 171 Checking Tests before Turning Them In 172 Test-Taking Strategies for Specific Test Formats 172 Strategies for Short-Answer Tests 172 Strategies for Essay Tests 173 Strategies for Multiple-Choice Tests 173 Strategies for True-false Tests 174 Familiarity with Testing Approaches I75 Approaches to Teaching Test-Taking Skills 175 Summary 176 Exercises 176 Spotlight on the Classroom 176 Contents Chapter 16 Chapter 17 Standardized Tests 178 Introduction 178 General Characteristics of Standardized Tests 178 A Case Study in Developing a Standardized Test 179 Steps in Building a Standardized Test 180 Setting Interpretation Standards 180 Standardized Test Administration 181 Achievement Tests 181 Single-Subject-Area Achievement Tests 181 Survey Batteries 182 Diagnostic Tests 183 Reading Readiness Tests 184 Aptitude Tests 185 Individual Aptitude Tests 186 Group Aptitude Tests 187 Other Types of Standardized Test 188 Using Standardized Tests Effectively in the Schools 188 Selecting Standardized Tests 188 Making Predictions Based on Test Scores 189 Using Standardized Tests Appropriately 189 The Effects of No Child Left Behind and Other Federal Mandates 190 Summary 191 Exercises 191 Spotlight on the Classroom 192 Alternative Ways to Report Test Scores 193 Introduction 193 Percennie Ranks 193 Standardized Scores 195 z-Scores 196 T-Scores 197 SAT Scores 198 Normalized Standard Scores 199 Normal Curve Equivalent Scores 200 Stanines 201 Grade Equivalent Scores 201 Building Confidence Intervals 202 Error Variance 202 Standard Error of Measurement 203 Using the SEM to Build Confidence Intervals 205 Factors Affecting the Width of Confidence Intervals 205 Contents · xv Summary 206 Exercises 207 Spotlight on the Classroom 208 PART II DESCRIPTIVE STATISTICS 209 Chapter 18 The Language and Logic of Statistics 211 Introduction 211 Basic Language and Logic 211 Constants and Variables 211 Populations and Samples 212 Parameters and Statistics 214 Measurement Scales 216 Categorical Data 216 Ranked Data 217 Numerical Data 218 Discrete Data vs. Continuous Data 219 Summary 219 Exercises 220 Spotlight on the Classroom 221 Study Tips: How to Read a Measurement and Statistics Text 221 Chapter 19 Frequency Distributions and Graphs 223 Introduction 223 Frequency Distributions 223 Frequencies 223 Proportion and Percentages 225 Grouped Frequency Distributions 227 Graphing Frequency Distributions 229 Bar Charts 229 Pie Charts 230 Histograms 230 Frequency Polygons 231 Forms of Frequency Distribution 232 Cumulative Frequency Distributions 234 Summary 235 Exercises 235 Spotlight on the Classroom 237 Study Tips: How to Take Lecture Notes in a Measurement and Statistics Class 237 Chapter 20 Central Tendency: What is a Typical Score? 239 Introduction 239 xvi · Contents Chapter 21 Chapter 22 Measures of Central Tendency Mode Median Mean Deviation Scores Characteristics of Central Tendency Measures Stability of Central Tendency Measures Uses of Central Tendency Measures Central Tendency and Form Summary Exercises Spotlight on the Classroom Study Tips: Learning Technical Terminology Variability: How Spread Out Are the Scores? Introduction The Variability Question Ranges Variance and Standard Deviation Summary Exercises Spotlight on the Classroom Study Tips: How to Prepare for an Exam Correlation introduction Bivariate Statistics z-Scores Pearson Product-Moment Correlation Coefficient Computational Formula for the PPMC Correlation and Prediction Summary Exercises Spotlight on the Classroom Study Tips: How to Learn from an Exam References Index 239 239 240 245 247 248 248 249 250 250 250 251 252 254 254 254 255 256 262 262 264 264 266 266 266 268 270 274 275 276 277 278 278 281 283
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publishDateSearch	2009
publishDateSort	2009
publisher	Routledge
record_format	marc
spelling	Van Blerkom, Malcolm L. 1946- Verfasser (DE-588)136520685 aut Measurement and statistics for teachers Malcolm L. Van Blerkom 1. publ. New York [u.a.] Routledge 2009 XXI, 287 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index "This text shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics such as how to develop and use effective classroom tests, how to carry out informal assessments, performance assessments, portfolio assessments, and how to use and interpret standardized tests. Part II provides a more complete coverage of basic descriptive statistics and their use in the classroom than any text now available."--BOOK JACKET. Educational tests and measurements Educational statistics Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 s DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016792633&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Van Blerkom, Malcolm L. 1946- Measurement and statistics for teachers Educational tests and measurements Educational statistics Schulleistungsmessung (DE-588)4077202-0 gnd
subject_GND	(DE-588)4077202-0
title	Measurement and statistics for teachers
title_auth	Measurement and statistics for teachers
title_exact_search	Measurement and statistics for teachers
title_exact_search_txtP	Measurement and statistics for teachers
title_full	Measurement and statistics for teachers Malcolm L. Van Blerkom
title_fullStr	Measurement and statistics for teachers Malcolm L. Van Blerkom
title_full_unstemmed	Measurement and statistics for teachers Malcolm L. Van Blerkom
title_short	Measurement and statistics for teachers
title_sort	measurement and statistics for teachers
topic	Educational tests and measurements Educational statistics Schulleistungsmessung (DE-588)4077202-0 gnd
topic_facet	Educational tests and measurements Educational statistics Schulleistungsmessung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016792633&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT vanblerkommalcolml measurementandstatisticsforteachers

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