Educational Testing and Measurement

Educational Testing and Measurement

Borich, Gary D.; Kubiszyn, Tom

John Wiley & Sons Inc

01/2024

464

Mole

Inglês

9781119931775

15 a 20 dias

Descrição não disponível.
Chapter 1 An Introduction to Contemporary Educational Testing, Assessment, and Measurement 1

Tests and Assessments: Their Potential 2

Test, Assessment, or Assessment Process? 3

Is It a Test or an Assessment? 3

The Assessment Process 4

Tests are Only Tools: A Video Beats a Photo 5

Why We Developed This Text: Improving Assessment Literacy and Enhancing Test Usefulness 6

Assessment Literacy 6

Enhancing Test Usefulness 7

Technical Adequacy (Is It Well-constructed?) 7

Test User Competency 9

Matching the Test's Intended Purposes: Specific Content and Timing (Summative, Formative and Interim Assessments) 9

Matching the Test to the Population 13

Test Results and Diversity Considerations 15

Types of Tests/Assessments 16

Objective, Essay, and Performance/Portfolio Tests/Assessments 16

Teacher-Made and Standardized Tests 17

Norm-Referenced Tests (NRTs) and Criterion-Referenced Tests (CRTs) 18

Curriculum-Based Measurements (CBMs) 18

Effects on the Classroom Teacher 19

About the Text 21

What If You Are "No Good in Math"? 22

Summary 22

For Discussion and Practice 23

Chapter 2 National Developments: Impact on Classroom Assessment and Measurement 24

COVID-19: Impact on K-12 Education 26

Federal and State Education Initiatives: A Brief Review 26

Education Reform Initiatives 27

Regular Education Reform 27

Special Education Reform 29

Regular and Special Education Reform Merge: IDEIA, NCLB and ESSA 30

Standards-Based Reform 31

Current Status of the Common Core State Standards (ccss) 34

Updates About Other Trends 34

Online and Computer-Adaptive Achievement Testing and COVID-19 35

Globalization and International Competitiveness 36

Competency Testing for Teachers 36

Teacher Evaluation Based on Student Test Scores: Value-Added Models (VAM) 37

Increased Interest from Professional Groups 38

A Professional Association-Book Publisher Information Initiative 38

Summary 39

For Discussion and Practice 40

Chapter 3 the Whole Child, Mtss, and Rti 42

What Is the "Whole Child" Approach? 43

What Is MTSS? 44

The Three Tiers of MTSS 44

What Is the History of MTSS? 46

Is MTSS Just Another Fad? 46

What Is RTI? 47

How New Is RTI? 47

How Is RTI Supposed to Help Students and Schools? 48

RTI Definitions, Components, and Approaches 49

RTI Definitions 49

RTI Components 49

Examples: Progress Monitoring with CBM Probes 53

RTI Approaches 55

Standard Protocol Approach (SP) 55

Problem-Solving Approach (PS) 56

Some Potential Benefits of RTI 56

RTI: The Promise and Some Controversies 57

Technical Issues: Reliability, Validity Evidence, and Fairness 58

Implementation Issues 58

Summary 59

For Discussion and Practice 61

Chapter 4 Why and How We Test: Educational Decision Making 62

Assessment, Accountability, and the Classroom Teacher 64

Formative and Summative Assessments: Special Learners in the Regular Curriculum 64

Types of Educational Decisions 66

Instructional Decisions 66

Grading and Marking Decisions 66

Diagnostic Decisions 67

Selection Decisions 68

Placement Decisions 68

Counseling and Guidance Decisions 68

Program or Curriculum Decisions 68

Administrative Policy Decisions 68

HowWeMeasure:APinchofSalt 69

"Pinching" in the Classroom 70

"What" to Measure: The Purpose of Testing 71

How to Measure 72

Written Test Varieties 72

Summary 73

For Discussion and Practice 74

Chapter 5 Norm- and Criterion-referenced Tests, Content Validity Evidence and Goals And Objectives 75

Norm-Referenced and Criterion-Referenced Tests 76

What Type of Information Do You Need? 76

What Is the Problem? 78

Comparing NRTs and CRTs 80

Differences In The Construction of NRTs and CRTs 81

NRTs, CRTs, and Linguistic and Cultural Diversity 81

NRTs, CRTs, and Validity Evidence 83

A Three-Stage Model of Classroom Measurement 84

Why Objectives? Why Not Just Write Test Items? 85

Where Do Goals Come From? 87

Behavioral and Expressive Objectives and General Goals 88

Can Instructional Objectives Make a Teacher's Job Easier? 90

Summary 92

For Discussion and Practice 93

Chapter 6 Assessing Learning Outcomes 95

Writing Instructional Objectives 96

Identifying Learning Outcomes 96

Identifying Observable and Directly Measurable Learning Outcomes 97

Stating Conditions 98

Stating Criterion Levels 98

Keeping It Simple and Straightforward 99

Matching Test Items to Instructional Objectives 100

Taxonomy of Educational Objectives 102

Cognitive Domain 102

Affective Domain 105

The Psychomotor Domain 107

The Test Blueprint 108

Content Outline 109

Categories 110

Number of Items 110

Functions 111

Summary 112

For Discussion and Practice 113

Chapter 7 Writing Objective Test Items 115

Which Format? 116

True-False Items 117

Suggestions for Writing True-False Items 119

Matching Items 120

Faults Inherent in Matching Items 120

Suggestions for Writing Matching Items 123

Multiple-Choice Items 123

Higher-Level Multiple-Choice Questions 128

Suggestions for Writing Multiple-Choice Items 132

Completion Items 132

Suggestions for Writing Completion Items 134

Gender and Racial/Ethnic Bias in Test Items 135

Guidelines for Writing Test Items 136

Advantages and Disadvantages of Different Objective Item Formats 137

True-False Tests 137

Matching Tests 138

Multiple-Choice Tests 138

Completion Tests 138

Summary 139

For Discussion and Practice 139

Chapter 8 Writing Essay Test Items 141

What Is An Essay Item? 142

Essay Items Should Measure Complex Cognitive Skills or Processes 143

Essay Items: Extended or Restricted Response 144

Examples of Restricted Response Essays 145

Pros and Cons of Essay Items 147

Advantages of the Essay Item 147

Disadvantages of the Essay Item 147

Suggestions for Writing Essay Items 148

Scoring Essay Questions 149

Scoring Extended Response and Higher-Level Questions 151

General Essay Scoring Suggestions 155

Assessing Knowledge Organization 156

Open-Book Questions and Exams 158

Some Open-Book Techniques 159

Guidelines for Planning Essays, Knowledge Organization, and Open-Book Questions and Exams 162

Summary 163

For Discussion and Practice 164

Chapter 9 Performance-based Assessment 165

Debriefing 217

Debriefing Guidelines 217

The process of Evaluating Classroom Achievement 218

Summary 219

For Discussion and Practice 221

Performance Tests: Direct Measures of Competence 166

Performance Tests Can Assess Processes and Products 166

Performance Tests Can Be Embedded in Lessons 167

Performance Tests Can Assess Affective and Social Skills 167

Developing Performance Assessments for Your Learners 169

Step 1: Deciding What to Test 169

Step 2: Designing the Assessment Context 171

Step 3: Specifying the Scoring Rubrics 174

Step 4: Specifying Testing Constraints 179

A Final Word 180

Summary 181

For Discussion and Practice 182

Chapter 10 Portfolio Assessment 183

What Is a Portfolio? 184

Purposes for the Portfolio 184

Ensuring the Validity Evidence of the Portfolio 185

Developing Portfolio Assessments 186

Step 1: Deciding on the Purposes for a Portfolio 186

Step 2: Identifying Relevant Skills and Dispositions 186

Step 3: Deciding Who Will Plan the Portfolio 186

Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product 187

Step 5: Building the Portfolio Rubrics 188

Step 6: Developing a Procedure to Aggregate All Portfolio Ratings 193

Step 7: Determining the Logistics 194

Summary 197

For Discussion and Practice 198

Chapter 11 Administering, Analyzing, And Improving Teacher-made Tests 199

Assembling, Administering, and Scoring the Test 200

Packaging the Paper-and-Pencil or Online Test 200

Check Test Directions 201

Proofread the Test 202

Reproducing the Test 202

Administering the Test 202

Scoring the Test 204

Analyzing the Test 205

Quantitative Item Analysis 205

Qualitative Item Analysis 212

Item Analysis Modifications for the Criterion-Referenced Test 212

Chapter 12 Marks and Marking Systems 222

What Is the Purpose of a Mark? 223

Why Be Concerned about Marking? 223

What Should a Mark Reflect? 223

Marking Systems 225

Types of Comparisons 225

Types of Symbols 229

Combining and Weighting The Components of a Mark 230

Who Is the Better Teacher? 231

Combining Grades into a Single Mark 232

Practical Approaches to Equating Before Weighting in the Busy Classroom 235

Front-End Equating 235

Back-End Equating 237

Summary 238

For Discussion and Practice 239

Chapter 13 Summarizing Data and Measures Of Central Tendency 240

What Are Statistics? 241

Why Use Statistics? 242

Tabulating Frequency Data 242

The List 243

The Simple Frequency Distribution 244

The Grouped Frequency Distribution 245

Steps in Constructing a Grouped Frequency Distribution 246

Graphing Data 248

The Bar Graph, or Histogram 249

The Frequency Polygon 250

The Smooth Curve 252

Measures of Central Tendency 255

The Mean 255

The Median 257

The Mode 261

The Measures of Central Tendency in Various Distributions 262

Summary 264

For Discussion and Practice 265

Chapter 14 Variability, the Normal Distribution, and Converted Scores 267

The Range 268

The Semi-Interquartile Range (SIQR) 269

The Standard Deviation 270

The Deviation Score Method for Computing the Standard Deviation 273

The Raw Score Method for Computing the Standard Deviation 274

The Normal Distribution 276

Properties of the Normal Distribution 277

Converted Scores 279

z-Scores 282

T-Scores 286

Summary 287

For Discussion and Practice 287

Chapter 15 Correlation 289

The Correlation Coefficient 291

Strength of a Correlation 291

Direction of a Correlation 291

Scatterplots 292

Where Does r Come From? 294

Causality 295

Other Interpretive Cautions 296

Summary 299

For Discussion and Practice 300

Chapter 16 Validity Evidence 301

Establishing Validity Evidence: Contrasting Approaches 302

Do We Have to Evaluate Validity Evidence? 303

When Should Validity Evidence Be Evaluated? 303

Types of Validity Evidence 304

Content Validity Evidence 304

Criterion-Related Validity Evidence 305

Construct Validity Evidence 307

What Have We Been Saying? A Review 307

Interpreting Validity Coefficients 310

Content Validity Evidence 310

Concurrent and Predictive Validity Evidence 310

Summary 314

For Discussion and Practice 315

Chapter 17 Reliability 316

Methods of Estimating Score Reliability Evidence 317

Test-Retest or Stability 317

Alternate Forms or Equivalence 318

Internal Consistency 318

Interpreting Reliability Coefficients 321

Summary 324

For Discussion and Practice 325

Chapter 18 Accuracy and Error 327

Error-What Is It? 328

The Standard Error of Measurement 329

Using the Standard Error of Measurement 330

More Applications 333

Standard Deviation or Standard Error of Measurement? 335

Why All the Fuss About Error? 336

Error Within Test-Takers 336

Error Within the Test 336

Error in Test Administration 337

Error in Scoring 337

Sources of Error Influencing Various Reliability Coefficients 338

Test-Retest 338

Alternate Forms 338

Internal Consistency 339

Band Interpretation 340

Steps: Band Interpretation 341

List Data 341

Determine S m 341

Add and Subtract S m 341

Graph the Results 341

Interpret the Bands 342

AFinalWord 344

Summary 344

For Discussion and Practice 346

Chapter 19 Standardized Tests 347

Standardized, High-Stakes Testing: A Brief History 348

What Is a Standardized Test? 349

Do Test Stimuli, Administration, and Scoring Have to Be Standardized? 350

Standardized Testing: Effects of Accommodations and Alternative Assessments 351

Uses of Standardized Achievement Tests 352

Will Performance and Portfolio Assessment Make Standardized Tests Obsolete? 352

Administering Standardized Tests 353

Types of Scores Offered for Standardized Achievement Tests 355

Grade Equivalents 355

Age Equivalents 356

Percentile Ranks 357

Standard Scores 357

Advantages and Disadvantages of Standard or Scale Scores 359

The Norms Table 359

Interpreting a Norms Table 360

Summary 362

For Discussion and Practice 363

Chapter 20 Interpreting Summative Standardized Test Scores 365

Test-Related Factors That Affect Interpretation 366

Does the Test Have Acceptable Score Reliability and Criterion-related Validity Evidence? 366

Does the Test Have Content Validity Evidence? 367

Is the Norm Group an Appropriate Match to Your Class? 367

Were Standardized Administration Procedures Followed? 368

Student-Related Factors That Affect Interpretation 369

Linguistic and Cultural 369

Age, Gender, and Development 370

Motivational 371

Emotional State on the Test Day 371

Disabilities 371

Aptitude 371

Aptitude-Achievement Discrepancies 374

Interpreting Standardized Tests: Parent-Teacher Conferences and Educational Decision Making 377

An Example: Pressure to Change an Educational Placement 377

Interpreting Standardized Tests: Score Reports From Publishers 381

More Examples: Interpreting Reports from Test Publishers 387

Scenario #1: Based on Figure 20.5 387

Scenario #2: Based on Figure 20.6 387

Authors' Responses 387

Summary 389

For Discussion and Practice 389

Chapter 21 Types of Standardized Tests 391

Summative Standardized Achievement Tests 392

Achievement Test Batteries, or Survey Batteries 393

Single-Subject Achievement Tests 394

Diagnostic Achievement Tests 394

Standardized Academic Aptitude Tests 394

The History of Academic Aptitude Testing 395

Stability of IQ Scores 396

What Do IQ Tests Predict? 396

Individually Administered Academic Aptitude Tests 397

Group-Administered Academic Aptitude Tests 398

Standardized Personality Assessment Instruments 398

What Is Personality? 399

Objective Personality Tests 400

Projective Personality Tests 401

Summary 401

For Discussion and Practice 402

Chapter 22 In the Classroom: a Summary Dialogue 403

Part 1: The New Teacher and the Experienced Teacher 403

Part 2: Another Experienced Teacher Joins in 407

Part 3: The Principal Joins in 408

Appendix a Math Skills Review A- 1

Appendix B Answers for Discussion Or Practice Questions A- 7

References R- 1

Index I- 1
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ESSA; MTSS; RTI; COVID-19 impact; CCSS; formative; interim/benchmark; summative; teacher-made tests; standardized tests; higher level test items; validity evidence; reliability evidence; fairness; online adaptive testing; alignment