Tests & measurement for people who (think they) hate tests & measurement:
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Thousand Oaks, Calif. [u.a.]
SAGE
2013
|
| Edition: | 2. Aufl. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XXIII, 399 S. Ill., graph. Darst. 26 cm |
| ISBN: | 9781412989756 1412989752 |
Staff View
MARC
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| 245 | 1 | 0 | |a Tests & measurement for people who (think they) hate tests & measurement |c Neil J. Salkind |
| 246 | 1 | 3 | |a Tests and measurement for people who (think they) hate tests & measurement |
| 250 | |a 2. Aufl. | ||
| 264 | 1 | |a Thousand Oaks, Calif. [u.a.] |b SAGE |c 2013 | |
| 300 | |a XXIII, 399 S. |b Ill., graph. Darst. |c 26 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational tests and measurements | |
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Record in the Search Index
| _version_ | 1804149060023615488 |
|---|---|
| adam_text | IMAGE 1
A NOTE TO THE STUDENT: WHY I WROTE THIS BOOK
ACKNOWLEDGMENTS
ABOUT THE AUTHOR
PART I
IN THE BEGINNING ...
1. WHY MEASUREMENT? AN INTRODUCTION A FIVE-MINUTE HISTORY OE TESTING SO,
WHY TESTS AND MEASUREMENT? WHAT WE TEST
WHYWE TEST SOME IMPORTANT REMINDERS WHAT AM I DOING IN A TESTS AND
MEASUREMENT CLASS?
TEN WAYS TO USE THIS BOOK (AND LEAM ABOUT TESTS AND MEASUREMENT AT THE
SAME TIME!) AND, IN THE REAL (TESTING) WORLD ...
ABOUT THOSE ICONS THE FAMOUS DIFFICULTY INDEX GLOSSARY SUMMARY TIME TO
PRACTICE
PART 11
XIX XXII
XXIII
1
3 4 8
9
11 12
14
16 19 19 20 20 20 20
THE PSYCHOLOGY OF PSYCHOMETRIES 23
2. ONE POTATO, TWO POTATOES ... LEVELS OE MEASUREMENT AND THEIR
IMPORTANCE 25
FIRST THINGS FIRST 25
THE FOUR HORSEMEN (OR LEVELS) OE MEASUREMENT 26
THE NOMINAL LEVEL OE MEASUREMENT 27
THE ORDINAL LEVEL OE MEASUREMENT 28
THE INTERVAL LEVEL OE MEASUREMENT 29
THE RATIO LEVEL OE MEASUREMENT 30
IMAGE 2
A SUMMARY: HOW LEVELS OF MEASUREMENT DIFFER 31
OK, SO WHAT S THE LESSON HERE? 32
THE FINAL WORD(S) 32
SUMMARY 34
TIME TO PRACTICE 34
WANT TO KNOW MORE? 35
FURTHER READINGS 35
AND, ON THE INTERNET 35
AND, IN THE REAL (TESTING) WORLD . . . 36
3. GETTING IT RIGHT EVERY TIME: RELIABILITY AND ITS IMPORTANCE 37
TEST SCORES: TRUTH OR DARE 38
GETTING CONCEPTUAL 39
IF YOU KNOW ABOUT R XY SKIP THIS SECTION 41
DIFFERENT FLAVORS OF RELIABILITY 42
TEST-RETEST RELIABILITY 42
PARALLEL FORMS RELIABILITY 45
INTERNAL CONSISTENCY RELIABILITY 46
INTERRATER RELIABILITY 53
HOW BIG IS BIG? INTERPRETING RELIABILITY COEFFICIENTS 55
AND IF YOU CAN T ESTABLISH RELIABILITY ... THEN WHAT? 56
JUST ONE MORE THING (AND IT S A BIG ONE) 57
SUMMARY 57
TIME TO PRACTICE 58
WANT TO KNOW MORE? 59
FURTHER READINGS 59
AND, ON THE INTERNET 59
AND, IN THE REAL (TESTING) WORLD . . . 60
4. THE TRUTH, THE WHOLE TRUTH, AND OTHING BUT THE TRUTH: VALIDITY AND
ITS IMPORTANCE 61
A BIT MORE ABOUT THE TRUTH 61
RELIABILITY AND VALIDITY: VERY CLOSE COUSINS 63 DIFFERENT TYPES OF
VALIDITY 63
CONTENT VALIDITY 63
CRITERION VALIDITY 66
CONSTRUCT VALIDITY 69
AND IF YOU CAN T ESTABLISH VALIDITY ... THEN WHAT? 73
A LAST FRIENDLY WARD 73
SUMMARY 74
IMAGE 3
TIME TO PRACTICE 75
WANT TO KNOW MORE? 75
FURTHER READINGS 75
AND, ON THE INTERNET 76
AND, IN THE REAL (TESTING) WORLD . . . 76
5. WELCOME TO LAKE WOEBEGONE, WHERE ALL THE CHILDREN ARE ABOVE AVERAGE:
NORMS AND PERCENTILES 78
THE BASICS: RAW (SCORES) TO THE BONE! 80
PERCENTILES OR PERCENTILE RANKS 81
PERCENTILES: THE SEQUEL 84
WHAT S TO LOVE ABOUT PERCENTILES 88
WHAT S NOT TO LOVE ABOUT PERCENTILES 88
STANINES (OR STANINE SCORES) 88
WHAT S TO LOVE ABOUT STANINES 92
WHAT S NOT TO LOVE ABOUT STANINES 92
THE STANDARD (FARE) SCORES 92
OUR FAVORITE STANDARD SCORE: THE Z SCORE 93
WHAT S TO LOVE ABOUT Z SCORES 96
WHAT S NOT TO LOVE ABOUT Z SCORES 96
NORMALIZED STANDARD SCORES 97
T SCORES TO THE RESCUE 97
STANDING ON YOUR OWN: CRITERION-REFERENCED TESTS 99 THE STANDARD ERROR
OF MEASUREMENT 99
WHAT THE SEM MEANS 101
SUMMARY 101
TIME TO PRACTICE 102
WANT TO KNOW MORE? 103
FURTHER READINGS 103
AND, ON THE INTERNET 104
AND, IN THE REAL (TESTING) WORLD . . . 104
PART
TBE TAO AND HOW OF TESTING 107
6. SHORT ANSWER AND COMPLETION ITEMS: BASKIN ROBBINS HAS FLAVORS 109
WHEN WE USE ERN AND WHAT THEY LOOK LIKE 109 HOW TO WRITE ERN: THE
GUIDELINES 110
THE GOOD AND THE BAD 113
WHY SHORT ANSWER AND COMPLETION LTEMS ARE GOOD 113
IMAGE 4
WHY SHORT ANSWER AND COMPLETION ITEMS
ARE NOT SO GOOD 114
SUMMARY 115
TIME TO PRACTICE 116
WANT TO KNOW MORE? 116
FURTHER READINGS 116
AND, ON THE INTERNET 117
AND, IN THE REAL (TESTING) WORLD . . . 117
7. ESSAY ITEMS: HOPE YOU CAN WRITE 119
WHEN WE USE ERN AND WHAT THEY LOOK LIKE 119
HOW TO WRITE ESSAY ITEMS: THE GUIDELINES 121
THE GOOD AND THE BAD 124
WHY ESSAY ITEMS ARE GOOD 124
WHY ESSAY ITEMS ARE NOT SO GOOD 125
HOW TO SCORE ESSAY ITEMS 126
~MMMY 1~
TIME TO PRACTICE 130
WANT TO KNOW MORE? 130
FURTHER READINGS 130
AND, ON THE INTERNET 131
AND, IN THE REAL (TESTING) WORLD . . . 131
8. MULTIPLE-CHOICE ITEMS: ALWAYS PICK ANSWER C AND YOU L1 BE RIGHT ABOUT
25% OF THE TIME 133
WHEN WE USE ERN AND WHAT THEY LOOK LIKE 133
MULTIPLE-CHOICE ANATOMY 101 134
HOW TO WRITE MULTIPLE-CHOICE ITEMS: THE GUIDELINES 136 THE GOOD AND THE
BAD 139
WHY MULTIPLE-CHOICE ITEMS ARE GOOD 139
WHY MULTIPLE-CHOICE ITEMS ARE NOT SO GOOD 141 ANALYZING MULTIPLE-CHOICE
ITEMS 143
COMPUTING THE DIFFICULTY INDEX 147
COMPUTING THE DISCRIMINATION INDEX 148
HOW THE DIFFICULTY AND DISCRIMINATION INDEX GET ALONG: QUITE WEN, THANK
YOU 151
SUMMARY 154
TIME TO PRACTICE 154
WANT TO KNOW MORE? 155
FURTHER READINGS 155
AND, ON THE INTERNET 156
AND, IN THE REAL (TESTING) WORLD . . . 156
IMAGE 5
9. MATCHMAKER, MATCHMAKER, MAKE ME A MATCH:
MATCHING ITEMS 158
WHEN WE USE ERN AND WHAT THEY LOOK LIKE 158
HOW TO WRITE ERN: THE GUIDELINES 160
THE GOOD AND THE BAD 163
WHY MATCHING ITEMS ARE GOOD 163
WHY MATCHING ITEMS ARE NOT SO GOOD 165
SUMMARY 165
TIME TO PRACTICE 166
WANT TO KNOW MORE? 167
FURTHER READINGS 167
AND, ON THE INTERNET 167
AND, IN THE REAL (TESTING) WORLD . . . 168
10. TRUE-FALSE TESTS: T OR F? I PASSED MY FIRST MEASUREMENT TEST 169
WHAT WE USE ERN FOR 169
HOW TO WRITE ERN: THE GUIDELINES 170
THE GOOD AND THE BAD 173
WHY TRUE-FALSE ITEMS ARE GOOD 174
WHY TRUE-FALSE ITEMS ARE NOT SO GOOD 174
SUMMARY 177
TIME TO PRACTICE 177
WANT TO KNOW MORE? 178
FURTHER READINGS 178
AND, ON THE INTERNET 178
AND, IN THE REAL (TESTING) WORLD . . . 179
11. PORTFOLIOS: SEEING THE BIG PICTURE 180
WHAT PORTFOLIOS ARE 180
THE GOOD AND THE BAD 183
WHY PORTFOLIOS ARE GOOD 183
WHY PORTFOLIOS ARE NOT SO GOOD 184
HOW PORTFOLIOS WORK 184
SUMMARY 187
TIME TO PRACTICE 187
WANT TO KNOW MORE? 188
FURTHER READINGS 188
AND, ON THE INTERNET 188
AND, IN THE REAL (TESTING) WORLD . . . 188
IMAGE 6
12. SO, TELL ME ABOUT YOUR CHILDHOOD:
INTERESTING INTERVIEWS WHEN WE USE ERN AND WHAT THEY LOOK LIKE
INTERVIEWS: A FLAVOR FOR EVERYONE
HOW TO DO ERN: THE GUIDELINES THE GOOD AND THE BAD WHY INTERVIEW ITEMS
ARE GOOD WHY INTERVIEW ITEMS ARE NOT SO GOOD
OK, I GOT THE DATA-NOW WHAT? SUMMARY TIME TO PRACTICE WANT TO KNOW MORE?
FURTHER READINGS AND, ON THE INTERNET AND, IN THE REAL (TESTING) WORLD
...
PARI IV
190 190 191 194
198 199 199 199
200 201 201 201
202 202
WHAT TO TEST AND HOW TO TEST IT 205
13. ACHIEVEMENT TESTS: WHO REALLY DISCOVERED AMERICA? 207
WHAT ACHIEVEMENT TESTS DO 207
HOW ACHIEVEMENT TESTS DIFFER PROM ONE ANOTHER 209
TEACHER (OR RESEARCHER) MADE VERSUS STANDARDIZED ACHIEVEMENT TESTS 209
GROUP VERSUS INDIVIDUAL ACHIEVEMENT TESTS 210
CRITERION- VERSUS NORM-REFERENCED 210
HOW TO DO IT: THE ABCS OF CREATING A STANDARDIZED TEST 212
THE AMAZING TABLE OF SPECIFICATIONS 214
WHAT THEY ARE: A SAMPLING OF ACHIEVEMENT TESTS AND WHAT THEY DO 219
SUMMARY 219
TIME TO PRACTICE 224
WANT TO KNOW MORE? 225
FURTHER READINGS 225
AND, ON THE INTERNET 225
AND, IN THE REAL (TESTING) WORLD . . . 226
IMAGE 7
14. PERSONALITY TESTS: TYPE A, TYPE B, OR TYPE C? 228
WHAT PERSONALITY TESTS ARE AND HOW THEY WORK 228 OBJECTIVE OR
PROJECTIVE: YOU TELL ME 229
DEVELOPING PERSONALITY TESTS 231
USING CONTENT AND THEORY 231
USING A CRITERION GROUP 232
USING FACTOR ANALYSIS 234
USING PERSONALITY THEORY 236
WHAT THEY ARE: A SAMPLING OF PERSONALITY TESTS AND WHAT THEY DO 237
SUMMARY 237
TIME TO PRACTICE 241
WANT TO KNOW MORE? 241
FURTHER READINGS 241
AND, ON THE INTERNET 242
AND, IN THE REAL (TESTING) WORLD . . . 242
15. APTITUDE TESTS: WHAT S IN STORE FOR ME? 244
WHAT APTITUDE TESTS DO 245
HOW TO DO IT: THE ABCS OF CREATING AN APTITUDE TEST 246
TYPES OF APTITUDE TESTS 249
MECHANICAL APTITUDE TESTS 249
ARTISTIC APTITUDE TESTS 249
READINESS APTITUDE TESTS 250
CLERICAL APTITUDE TESTS 251
SOME OF THE BIG ONES 251
SUMMARY 251
TIME TO PRACTICE 255
WANT TO KNOW MORE? 255
FURTHER READINGS 255
AND, ON THE INTERNET 256
AND, IN THE REAL (TESTING) WORLD . . . 256
16. INTELLIGENCE TESTS: THAT RUBIK S CUBE IS DRIVING ME NUTS 258
THE ABCS OF INTELLIGENCE 259
THE BIG G 259
MORE THAN JUST THE BIG G : THE MULTIPLE FACTOR APPROACH 260
THE THREE-WAY DEAL 261
IMAGE 8
WAY MORE THAN ONE TYPE OF INTELLIGENCE:
HOWARD GARDNER S MULTIPLE INTELLIGENCES 262 EMOTIONAL INTELLIGENCE: A
REALLY DIFFERENT IDEA 264 FROM THE BEGINNING: (ALMOST) ALL ABOUT THE
STANFORD-BINET INTELLIGENCE SCALE 264
A BIT OF HISTORY 265
WHAT S THE SCORE? ADMINISTERING THE STANFORDBINET (AND OTHER TESTS OF
INTELLIGENCE) 268 AND THE FAB FIVE ARE. . . 269
SUMMARY 269
TIME TO PRACTICE 273
WANT TO KNOW MORE? 273
FURTHER READINGS 273
AND, ON THE INTERNET 274
AND, IN THE REAL (TESTING) WORLD . . . 274
17. CAREER CHOICES: SO YOU WANT TO BE A WHAT? 276
WHAT CAREER DEVELOPMENT TESTS DO 277
LET S GET STARTED: THE STRANG INTEREST INVENTORY 277 JOHN HOLLAND AND
THE SELF-DIRECTED SEARCH (SDS) 280 SOME MAJOR CAVEATS: CAREER COUNSELING
101 283
FIVE CAREER TESTS 284
SUMMARY 284
TIME TO PRACTICE 287
WANT TO KNOW MORE? 288
FURTHER READINGS 288
AND, ON THE INTERNET 288
AND, IN THE REAL (TESTING) WORLD . . . 288
PARTV
IT S NOT ALWAYS AS YOU THINK: ISSUES IN TESTS AND MEASUREMENT 291
18. TEST BIAS: FAIR FOR EVERYONE? 293
THE $64,000 QUESTION: WHAT IS TEST BIAS? 293
TEST BIAS OR TEST FAIRNESS? 294
MOVING TOWARD FAIR TESTS: THE FAIRTEST MOVEMENT 296 MODELS OF TEST BIAS
297
THE DIFFERENCE-DIFFERENCE BIAS 297
ITEM BY LTEM 298
ON THE FACE OF THINGS MODEL 298
THE CLEARY MODEL 299
PLAYING FAIR 300
IMAGE 9
WHERE IT ALL STARTED: TEST SCORE DIFFERENCES
BETWEEN BLACK AND WHITE AMERICAN CHILDREN 301 SUMMARY 303
TIME TO PRACTICE 303
WANT TO KNOW MORE? 303
FURTHER READINGS 303
AND, ON THE INTERNET 304
AND, IN THE REAL (TESTING) WORLD . . . 304
19. THE LAW, TESTING, AND ETHICS: NO CHILD (SHOULD BE) LEFT BEHIND AND
OTHER HOT STUFF 306
NO CHILD LEFT BEHIND, OR NCLB: WHAT IT IS AND HOW IT WORKS 306
HOW TESTING FITS IN 307
WHAT S ASSESSED AND HOW 309
WHAT S THE BIG DEAL ABOUT NCLB? 309
THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT AND THE INDIVIDUALS WITH
DISABILITIES EDUCATION ACT: WHAT THEY ARE AND HOW THEY WORK 311
WHAT IDEA DOES 312
THE TRUTH IN TESTING LAW: HIGH-STAKES TESTING 313 FAMILY EDUCATIONAL
RIGHTS AND PRIVACY ACT, OR FERPA: WHAT IT IS AND HOW IT WORKS 315
ETHICS AND ASSESSMENT: TEN THINGS TO REMEMBER 316 FROM WHENCE WE CAME
316
AND MORE STUFF TO BE CONCERNED ABOUT ... (NO, REALLY) 322
THE FLYNN EFFECT: GETTING SMARTER ALL THE TIME 322
TEACHER COMPETENCY: SO, YOU THINK YOU RE READY FOR THE BIG TIME? 323
SCHOOL ADMISSIONS: SORRY, NO ROOM THIS YEAR 323 THE BELL CURVE AND THE
TAILS NEVER REALLY TOUCH 324
BABY MOZART: I WANT MY 6-YEAR-OLD TO PLAY AT CARNEGIE HALL 325
CYRIL BURT: DO WE BRING IT WITH US? 326
SUMMARY 327
TIME TO PRACTICE 327
WANT TO KNOW MORE? 328
FURTHER READINGS 328
AND, ON THE INTERNET 329
AND, IN THE REAL (TESTING) WORLD . . . 329
IMAGE 10
APPENDIXES
APPENDIX A: YOUR TESTS AND MEASUREMENT STATISTICS TOOLLRIT
APPENDIX B: THE GUIDE TO (ALMOST) EVERY TEST IN THE WORLD
APPENDIX C: ANSWERS TO PRACTICE QUESTIONS
GLOSSARY
REFERENCES
INDEX
331
332
354
357
377
385
386
|
| any_adam_object | 1 |
| author | Salkind, Neil J. 1947-2017 |
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| dewey-ones | 371 - Schools and their activities; special education |
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| discipline | Pädagogik |
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| id | DE-604.BV040107060 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:17:01Z |
| institution | BVB |
| isbn | 9781412989756 1412989752 |
| language | English |
| lccn | 2011041171 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024963484 |
| oclc_num | 796206505 |
| open_access_boolean | |
| owner | DE-29 DE-19 DE-BY-UBM |
| owner_facet | DE-29 DE-19 DE-BY-UBM |
| physical | XXIII, 399 S. Ill., graph. Darst. 26 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | SAGE |
| record_format | marc |
| spelling | Salkind, Neil J. 1947-2017 Verfasser (DE-588)137343698 aut Tests & measurement for people who (think they) hate tests & measurement Neil J. Salkind Tests and measurement for people who (think they) hate tests & measurement 2. Aufl. Thousand Oaks, Calif. [u.a.] SAGE 2013 XXIII, 399 S. Ill., graph. Darst. 26 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational tests and measurements Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024963484&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Salkind, Neil J. 1947-2017 Tests & measurement for people who (think they) hate tests & measurement Educational tests and measurements Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4077202-0 |
| title | Tests & measurement for people who (think they) hate tests & measurement |
| title_alt | Tests and measurement for people who (think they) hate tests & measurement |
| title_auth | Tests & measurement for people who (think they) hate tests & measurement |
| title_exact_search | Tests & measurement for people who (think they) hate tests & measurement |
| title_full | Tests & measurement for people who (think they) hate tests & measurement Neil J. Salkind |
| title_fullStr | Tests & measurement for people who (think they) hate tests & measurement Neil J. Salkind |
| title_full_unstemmed | Tests & measurement for people who (think they) hate tests & measurement Neil J. Salkind |
| title_short | Tests & measurement for people who (think they) hate tests & measurement |
| title_sort | tests measurement for people who think they hate tests measurement |
| topic | Educational tests and measurements Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Educational tests and measurements Schulleistungsmessung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024963484&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT salkindneilj testsmeasurementforpeoplewhothinktheyhatetestsmeasurement AT salkindneilj testsandmeasurementforpeoplewhothinktheyhatetestsmeasurement |