{"product_id":"educational-testing-and-measurement-isbn-9781119239154","title":"Educational Testing and Measurement","description":"\u003cb\u003e\u003ci\u003eEducational Testing and Measurement: Classroom Application and Practice, 11th Edition\u003c\/i\u003e\u003c\/b\u003e by Tom Kubiszyn and Gary D. Borich, serves as an up-to-date, practical, reader-friendly resource that will help readers navigate today's seemingly ever-changing and complex world of educational testing, assessment, and measurement. The 11th edition presents a balanced perspective of educational testing and assessment, informed by developments and the ever increasing research base. \u003cp\u003e\u003cb\u003eChapter 1 \u003c\/b\u003e\u003cb\u003eAn Introduction To Contemporary Educational Testing and Measurement 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTests are Only Tools; Their Usefulness Can Vary 2\u003c\/p\u003e \u003cp\u003eWhy We Developed This Text: Enhancing Test Usefulness 3\u003c\/p\u003e \u003cp\u003eTechnical Adequacy 3\u003c\/p\u003e \u003cp\u003eTest User Competency 4\u003c\/p\u003e \u003cp\u003eMatching the Test’s Intended Purpose 4\u003c\/p\u003e \u003cp\u003eMatching Diverse Test-Takers to the Test 5\u003c\/p\u003e \u003cp\u003eTest Results and Diversity Considerations 6\u003c\/p\u003e \u003cp\u003eTests are Only Tools: A Video Beats a Photo 7\u003c\/p\u003e \u003cp\u003eThe Difference Between Testing\/Assessment and The Assessment Process 8\u003c\/p\u003e \u003cp\u003eTests and Assessments 9\u003c\/p\u003e \u003cp\u003eAssessment Process 9\u003c\/p\u003e \u003cp\u003eTypes of Tests\/Assessments 10\u003c\/p\u003e \u003cp\u003eObjective, Essay, and Performance\/Portfolio Tests\/Assessments 11\u003c\/p\u003e \u003cp\u003eTeacher-Made and Standardized Tests 12\u003c\/p\u003e \u003cp\u003eNorm-Referenced Tests (NRTs) and Criterion-Referenced Tests (CRTs) 12\u003c\/p\u003e \u003cp\u003eCurriculum-Based Measurements (CBMs) 13\u003c\/p\u003e \u003cp\u003eEffects on the Classroom Teacher 13\u003c\/p\u003e \u003cp\u003eAbout the Text 15\u003c\/p\u003e \u003cp\u003eWhat If You Are “No Good in Math”? 16\u003c\/p\u003e \u003cp\u003eSummary 16\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 17\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 \u003c\/b\u003e\u003cb\u003eNational Developments: Impact On Classroom Testing and Measurement 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEducation Reform 21\u003c\/p\u003e \u003cp\u003eRegular Education Reform 21\u003c\/p\u003e \u003cp\u003eSpecial Education Reform 23\u003c\/p\u003e \u003cp\u003eMerging Regular and Special Education Reform: IDEIA and NCLB 24\u003c\/p\u003e \u003cp\u003eStandards-Based Reform 25\u003c\/p\u003e \u003cp\u003eRace to the Top (RTT) 27\u003c\/p\u003e \u003cp\u003eThe Future: NCLB, RTT, CCSS, and the CCSS-Aligned Tests 28\u003c\/p\u003e \u003cp\u003eOther Trends: Computer-Adaptive Achievement Testing 29\u003c\/p\u003e \u003cp\u003eGlobalization and International Competitiveness 30\u003c\/p\u003e \u003cp\u003eCompetency Testing for Teachers 31\u003c\/p\u003e \u003cp\u003eTeacher Evaluation Based on Student Test Scores: Value-Added Models (VAM) 32\u003c\/p\u003e \u003cp\u003eIncreased Interest from Professional Groups 32\u003c\/p\u003e \u003cp\u003eA Professional Association–Book Publisher Information Initiative 33\u003c\/p\u003e \u003cp\u003eSummary 33\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 \u003c\/b\u003e\u003cb\u003eResponse To Intervention (RTI) and the Regular Classroom Teacher 36\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is RTI? 37\u003c\/p\u003e \u003cp\u003eWhat If You Have Not Heard of RTI Before? 37\u003c\/p\u003e \u003cp\u003eHow New is RTI? 38\u003c\/p\u003e \u003cp\u003eWhy Do Regular Education Teachers Need to Know About RTI? 38\u003c\/p\u003e \u003cp\u003eAn RTI Scenario 38\u003c\/p\u003e \u003cp\u003eHow Important is RTI to Regular Education Teachers? 40\u003c\/p\u003e \u003cp\u003eHow is RTI Supposed to Help Students and Schools? 41\u003c\/p\u003e \u003cp\u003eRTI Definitions, Components, and Approaches 42\u003c\/p\u003e \u003cp\u003eRTI Definitions 42\u003c\/p\u003e \u003cp\u003eRTI Components 43\u003c\/p\u003e \u003cp\u003eRTI Approaches 48\u003c\/p\u003e \u003cp\u003eHow Widely is RTI Being Implemented? 50\u003c\/p\u003e \u003cp\u003eSome Benefits of RTI 51\u003c\/p\u003e \u003cp\u003eRTI: The Promise and Some Controversies 52\u003c\/p\u003e \u003cp\u003eTechnical Issues: Reliability, Validity, and Fairness 52\u003c\/p\u003e \u003cp\u003eImplementation Issues 52\u003c\/p\u003e \u003cp\u003eSummary 53\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 \u003c\/b\u003e\u003cb\u003eTesting and Educational Decision Making 56\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTesting, Accountability, and The Classroom Teacher 57\u003c\/p\u003e \u003cp\u003eSpecial Learners, the Regular Curriculum, and Annual Assessments 58\u003c\/p\u003e \u003cp\u003eTypes of Educational Decisions 59\u003c\/p\u003e \u003cp\u003eA Pinch of Salt 62\u003c\/p\u003e \u003cp\u003e“Pinching” in the Classroom 63\u003c\/p\u003e \u003cp\u003eWhat to Measure 64\u003c\/p\u003e \u003cp\u003eHow to Measure 65\u003c\/p\u003e \u003cp\u003eWritten Tests 65\u003c\/p\u003e \u003cp\u003eSummary 66\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 67\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 \u003c\/b\u003e\u003cb\u003eNorm-Referenced and Criterion-Referenced Tests and Content Validity Evidence 68\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Norm-Referenced (NRT) and Criterion-Referenced (CRT) Tests 69\u003c\/p\u003e \u003cp\u003eComparing NRTs and CRTs 72\u003c\/p\u003e \u003cp\u003eDifferences in The Construction of NRTs and CRTs 73\u003c\/p\u003e \u003cp\u003eNRTs, CRTs, and Linguistic and Cultural Diversity 74\u003c\/p\u003e \u003cp\u003eNRTs, CRTs, and Validity Evidence 75\u003c\/p\u003e \u003cp\u003eA Three-Stage Model of Classroom Measurement 76\u003c\/p\u003e \u003cp\u003eWhy Objectives? Why Not Just Write Test Items? 78\u003c\/p\u003e \u003cp\u003eWhere Do Goals Come From? 79\u003c\/p\u003e \u003cp\u003eAre There Different Kinds of Goals and Objectives? 81\u003c\/p\u003e \u003cp\u003eHow Can Instructional Objectives Make a Teacher’s Job Easier? 83\u003c\/p\u003e \u003cp\u003eSummary 84\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 86\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 \u003c\/b\u003e\u003cb\u003eMeasuring Learning Outcomes 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWriting Instructional Objectives 88\u003c\/p\u003e \u003cp\u003eIdentifying Learning Outcomes 88\u003c\/p\u003e \u003cp\u003eIdentifying Observable and Directly Measurable Learning Outcomes 89\u003c\/p\u003e \u003cp\u003eStating Conditions 90\u003c\/p\u003e \u003cp\u003eStating Criterion Levels 90\u003c\/p\u003e \u003cp\u003eKeeping It Simple and Straightforward 91\u003c\/p\u003e \u003cp\u003eMatching Test Items to Instructional Objectives 92\u003c\/p\u003e \u003cp\u003eTaxonomy of Educational Objectives 94\u003c\/p\u003e \u003cp\u003eCognitive Domain 94\u003c\/p\u003e \u003cp\u003eAffective Domain 97\u003c\/p\u003e \u003cp\u003eThe Psychomotor Domain 99\u003c\/p\u003e \u003cp\u003eThe Test Blueprint 100\u003c\/p\u003e \u003cp\u003eContent Outline 102\u003c\/p\u003e \u003cp\u003eCategories 102\u003c\/p\u003e \u003cp\u003eNumber of Items 102\u003c\/p\u003e \u003cp\u003eFunctions 102\u003c\/p\u003e \u003cp\u003eSummary 104\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 104\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 \u003c\/b\u003e\u003cb\u003eWriting Objective Test Items 106\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhich Format? 107\u003c\/p\u003e \u003cp\u003eTrue–False Items 108\u003c\/p\u003e \u003cp\u003eSuggestions for Writing True–False Items 110\u003c\/p\u003e \u003cp\u003eMatching Items 111\u003c\/p\u003e \u003cp\u003eFaults Inherent in Matching Items 111\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Matching Items 114\u003c\/p\u003e \u003cp\u003eMultiple-Choice Items 114\u003c\/p\u003e \u003cp\u003eHigher-Level Multiple-Choice Questions 119\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Multiple-Choice Items 123\u003c\/p\u003e \u003cp\u003eCompletion Items 123\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Completion Items 125\u003c\/p\u003e \u003cp\u003eGender and Racial Bias in Test Items 126\u003c\/p\u003e \u003cp\u003eGuidelines for Writing Test Items 127\u003c\/p\u003e \u003cp\u003eAdvantages and Disadvantages of Different Objective Item Formats 128\u003c\/p\u003e \u003cp\u003eTrue–False Tests 128\u003c\/p\u003e \u003cp\u003eMatching Tests 129\u003c\/p\u003e \u003cp\u003eMultiple-Choice Tests 129\u003c\/p\u003e \u003cp\u003eCompletion Tests 129\u003c\/p\u003e \u003cp\u003eSummary 130\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 130\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 \u003c\/b\u003e\u003cb\u003eWriting Essay Test Items 132\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is An Essay Item? 133\u003c\/p\u003e \u003cp\u003eEssay Items Should Measure Complex Cognitive Skills or Processes 134\u003c\/p\u003e \u003cp\u003eEssay Items: Extended or Restricted Response 135\u003c\/p\u003e \u003cp\u003eExamples of Restricted Response Essays 136\u003c\/p\u003e \u003cp\u003ePros and Cons of Essay Items 138\u003c\/p\u003e \u003cp\u003eAdvantages of the Essay Item 138\u003c\/p\u003e \u003cp\u003eDisadvantages of the Essay Item 138\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Essay Items 139\u003c\/p\u003e \u003cp\u003eScoring Essay Questions 140\u003c\/p\u003e \u003cp\u003eScoring Extended Response and Higher-Level Questions 142\u003c\/p\u003e \u003cp\u003eGeneral Essay Scoring Suggestions 146\u003c\/p\u003e \u003cp\u003eAssessing Knowledge Organization 147\u003c\/p\u003e \u003cp\u003eOpen-Book Questions and Exams 149\u003c\/p\u003e \u003cp\u003eSome Open-Book Techniques 149\u003c\/p\u003e \u003cp\u003eGuidelines for Planning Essays, Knowledge Organization, and Open-Book Questions and Exams 153\u003c\/p\u003e \u003cp\u003eSummary 154\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 155\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 \u003c\/b\u003e\u003cb\u003ePerformance-Based Assessment 156\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePerformance Tests: Direct Measures of Competence 157\u003c\/p\u003e \u003cp\u003ePerformance Tests Can Assess Processes and Products 157\u003c\/p\u003e \u003cp\u003ePerformance Tests Can Be Embedded in Lessons 158\u003c\/p\u003e \u003cp\u003ePerformance Tests Can Assess Affective and Social Skills 158\u003c\/p\u003e \u003cp\u003eDeveloping Performance Tests for Your Learners 160\u003c\/p\u003e \u003cp\u003eStep 1: Deciding What to Test 160\u003c\/p\u003e \u003cp\u003eStep 2: Designing the Assessment Context 162\u003c\/p\u003e \u003cp\u003eStep 3: Specifying the Scoring Rubrics 165\u003c\/p\u003e \u003cp\u003eStep 4: Specifying Testing Constraints 170\u003c\/p\u003e \u003cp\u003eA FinalWord 171\u003c\/p\u003e \u003cp\u003eSummary 172\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 \u003c\/b\u003e\u003cb\u003ePortfolio Assessment 174\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRationale for the Portfolio 175\u003c\/p\u003e \u003cp\u003eEnsuring Validity of the Portfolio 176\u003c\/p\u003e \u003cp\u003eDeveloping Portfolio Assessments 176\u003c\/p\u003e \u003cp\u003eStep 1: Deciding on the Purposes for a Portfolio 177\u003c\/p\u003e \u003cp\u003eStep 2: Identifying Cognitive Skills and Dispositions 177\u003c\/p\u003e \u003cp\u003eStep 3: Deciding Who Will Plan the Portfolio 177\u003c\/p\u003e \u003cp\u003eStep 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product 178\u003c\/p\u003e \u003cp\u003eStep 5: Building the Portfolio Rubrics 179\u003c\/p\u003e \u003cp\u003eStep 6: Developing a Procedure to Aggregate All Portfolio Ratings 184\u003c\/p\u003e \u003cp\u003eStep 7: Determining the Logistics 185\u003c\/p\u003e \u003cp\u003eSummary 188\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 \u003c\/b\u003e\u003cb\u003eAdministering, Analyzing, and Improving the Test or Assessment 190\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssembling the Test 191\u003c\/p\u003e \u003cp\u003ePackaging the Paper-and-Pencil Test 191\u003c\/p\u003e \u003cp\u003eAdministering the Test 193\u003c\/p\u003e \u003cp\u003eScoring the Test 195\u003c\/p\u003e \u003cp\u003eAnalyzing the Test 196\u003c\/p\u003e \u003cp\u003eQuantitative Item Analysis 196\u003c\/p\u003e \u003cp\u003eQualitative Item Analysis 202\u003c\/p\u003e \u003cp\u003eItem Analysis Modifications for the Criterion-Referenced Test 203\u003c\/p\u003e \u003cp\u003eDebriefing 207\u003c\/p\u003e \u003cp\u003eDebriefing Guidelines 208\u003c\/p\u003e \u003cp\u003eThe Process of Evaluating Classroom Achievement 209\u003c\/p\u003e \u003cp\u003eSummary 210\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 212\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 \u003c\/b\u003e\u003cb\u003eMarks and Marking Systems 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is the Purpose of a Mark? 213\u003c\/p\u003e \u003cp\u003eWhy Be Concerned about Marking? 214\u003c\/p\u003e \u003cp\u003eWhat Should a Mark Reflect? 214\u003c\/p\u003e \u003cp\u003eMarking Systems 215\u003c\/p\u003e \u003cp\u003eTypes of Comparisons 216\u003c\/p\u003e \u003cp\u003eTypes of Symbols 219\u003c\/p\u003e \u003cp\u003eCombining and Weighting the Components of a Mark 221\u003c\/p\u003e \u003cp\u003eWho is the Better Teacher? 221\u003c\/p\u003e \u003cp\u003eCombining Grades into a Single Mark 223\u003c\/p\u003e \u003cp\u003ePractical Approaches to Equating Before Weighting in the Busy Classroom 225\u003c\/p\u003e \u003cp\u003eFront-End Equating 226\u003c\/p\u003e \u003cp\u003eBack-End Equating 226\u003c\/p\u003e \u003cp\u003eSummary 229\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 230\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 \u003c\/b\u003e\u003cb\u003eSummarizing Data and Measures of Central Tendency 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Statistics? 232\u003c\/p\u003e \u003cp\u003eWhy Use Statistics? 233\u003c\/p\u003e \u003cp\u003eTabulating Frequency Data 233\u003c\/p\u003e \u003cp\u003eThe List 234\u003c\/p\u003e \u003cp\u003eThe Simple Frequency Distribution 234\u003c\/p\u003e \u003cp\u003eThe Grouped Frequency Distribution 235\u003c\/p\u003e \u003cp\u003eSteps in Constructing a Grouped Frequency Distribution 237\u003c\/p\u003e \u003cp\u003eGraphing Data 239\u003c\/p\u003e \u003cp\u003eThe Bar Graph, or Histogram 240\u003c\/p\u003e \u003cp\u003eThe Frequency Polygon 240\u003c\/p\u003e \u003cp\u003eThe Smooth Curve 243\u003c\/p\u003e \u003cp\u003eMeasures of Central Tendency 246\u003c\/p\u003e \u003cp\u003eThe Mean 246\u003c\/p\u003e \u003cp\u003eThe Median 248\u003c\/p\u003e \u003cp\u003eThe Mode 252\u003c\/p\u003e \u003cp\u003eThe Measures of Central Tendency in Various Distributions 254\u003c\/p\u003e \u003cp\u003eSummary 255\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 257\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 \u003c\/b\u003e\u003cb\u003eVariability, The Normal Distribution, and Converted Scores 258\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Range 259\u003c\/p\u003e \u003cp\u003eThe Semi-Interquartile Range (SIQR) 260\u003c\/p\u003e \u003cp\u003eThe Standard Deviation 261\u003c\/p\u003e \u003cp\u003eThe Deviation Score Method for Computing the Standard Deviation 264\u003c\/p\u003e \u003cp\u003eThe Raw Score Method for Computing the Standard Deviation 265\u003c\/p\u003e \u003cp\u003eThe Normal Distribution 267\u003c\/p\u003e \u003cp\u003eProperties of the Normal Distribution 268\u003c\/p\u003e \u003cp\u003eConverted Scores 270\u003c\/p\u003e \u003cp\u003e\u003ci\u003ez\u003c\/i\u003e-Scores 273\u003c\/p\u003e \u003cp\u003eT-Scores 277\u003c\/p\u003e \u003cp\u003eSummary 278\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 278\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 \u003c\/b\u003e\u003cb\u003eCorrelation 280\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Correlation Coefficient 282\u003c\/p\u003e \u003cp\u003eStrength of a Correlation 282\u003c\/p\u003e \u003cp\u003eDirection of a Correlation 282\u003c\/p\u003e \u003cp\u003eScatterplots 283\u003c\/p\u003e \u003cp\u003eWhere Does \u003ci\u003er \u003c\/i\u003eCome From? 285\u003c\/p\u003e \u003cp\u003eCausality 286\u003c\/p\u003e \u003cp\u003eOther Interpretive Cautions 287\u003c\/p\u003e \u003cp\u003eSummary 289\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 290\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 \u003c\/b\u003e\u003cb\u003eValidity Evidence 292\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Evaluate Tests? 292\u003c\/p\u003e \u003cp\u003eTypes of Validity Evidence 293\u003c\/p\u003e \u003cp\u003eContent Validity Evidence 293\u003c\/p\u003e \u003cp\u003eCriterion-Related Validity Evidence 294\u003c\/p\u003e \u003cp\u003eConstruct Validity Evidence 295\u003c\/p\u003e \u003cp\u003eWhat Have We Been Saying? A Review 296\u003c\/p\u003e \u003cp\u003eInterpreting Validity Coefficients 298\u003c\/p\u003e \u003cp\u003eContent Validity Evidence 298\u003c\/p\u003e \u003cp\u003eConcurrent and Predictive Validity Evidence 298\u003c\/p\u003e \u003cp\u003eSummary 302\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 302\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 \u003c\/b\u003e\u003cb\u003eReliability 304\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMethods of Estimating Score Reliability 305\u003c\/p\u003e \u003cp\u003eTest–Retest or Stability 305\u003c\/p\u003e \u003cp\u003eAlternate Forms or Equivalence 306\u003c\/p\u003e \u003cp\u003eInternal Consistency 306\u003c\/p\u003e \u003cp\u003eInterpreting Reliability Coefficients 309\u003c\/p\u003e \u003cp\u003eSummary 312\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 313\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 \u003c\/b\u003e\u003cb\u003eAccuracy and Error 315\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eError—What is It? 316\u003c\/p\u003e \u003cp\u003eThe Standard Error of Measurement 317\u003c\/p\u003e \u003cp\u003eUsing the Standard Error of Measurement 318\u003c\/p\u003e \u003cp\u003eMore Applications 321\u003c\/p\u003e \u003cp\u003eStandard Deviation or Standard Error of Measurement? 323\u003c\/p\u003e \u003cp\u003eWhy All the Fuss About Error? 324\u003c\/p\u003e \u003cp\u003eError Within Test-Takers 324\u003c\/p\u003e \u003cp\u003eError Within the Test 324\u003c\/p\u003e \u003cp\u003eError in Test Administration 325\u003c\/p\u003e \u003cp\u003eError in Scoring 325\u003c\/p\u003e \u003cp\u003eSources of Error Influencing Various Reliability Coefficients 325\u003c\/p\u003e \u003cp\u003eTest–Retest 325\u003c\/p\u003e \u003cp\u003eAlternate Forms 326\u003c\/p\u003e \u003cp\u003eInternal Consistency 326\u003c\/p\u003e \u003cp\u003eBand Interpretation 328\u003c\/p\u003e \u003cp\u003eSteps: Band Interpretation 329\u003c\/p\u003e \u003cp\u003eA Final Word 332\u003c\/p\u003e \u003cp\u003eSummary 332\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 333\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 \u003c\/b\u003e\u003cb\u003eStandardized Tests 335\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is a Standardized Test? 337\u003c\/p\u003e \u003cp\u003eDo Test Stimuli, Administration, and Scoring Have to Be Standardized? 338\u003c\/p\u003e \u003cp\u003eStandardized Testing: Effects of Accommodations and Alternative Assessments 339\u003c\/p\u003e \u003cp\u003eUses of Standardized Achievement Tests 340\u003c\/p\u003e \u003cp\u003eWill Performance and Portfolio Assessment Make Standardized Tests Obsolete? 341\u003c\/p\u003e \u003cp\u003eAdministering Standardized Tests 341\u003c\/p\u003e \u003cp\u003eTypes of Scores Offered for Standardized Achievement Tests 343\u003c\/p\u003e \u003cp\u003eGrade Equivalents 343\u003c\/p\u003e \u003cp\u003eAge Equivalents 344\u003c\/p\u003e \u003cp\u003ePercentile Ranks 345\u003c\/p\u003e \u003cp\u003eStandard Scores 346\u003c\/p\u003e \u003cp\u003eThe Norms Table 347\u003c\/p\u003e \u003cp\u003eInterpreting a Norms Table 349\u003c\/p\u003e \u003cp\u003eInterpreting Standardized Tests: Test and Student Factors 350\u003c\/p\u003e \u003cp\u003eTest-Related Factors 351\u003c\/p\u003e \u003cp\u003eStudent-Related Factors 354\u003c\/p\u003e \u003cp\u003eAptitude–Achievement Discrepancies 358\u003c\/p\u003e \u003cp\u003eInterpreting Standardized Tests: Parent–Teacher Conferences and Educational Decision Making 361\u003c\/p\u003e \u003cp\u003eAn Example: Pressure to Change an Educational Placement 361\u003c\/p\u003e \u003cp\u003eInterpreting Standardized Tests: Score Reports from Publishers 366\u003c\/p\u003e \u003cp\u003eReport-Based Interpretive Scenarios 371\u003c\/p\u003e \u003cp\u003eAuthors’ Responses 372\u003c\/p\u003e \u003cp\u003eSummary 373\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 375\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 \u003c\/b\u003e\u003cb\u003eTypes of Standardized Tests 377\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStandardized Achievement Tests 378\u003c\/p\u003e \u003cp\u003eAchievement Test Batteries, or Survey Batteries 379\u003c\/p\u003e \u003cp\u003eSingle-Subject Achievement Tests 380\u003c\/p\u003e \u003cp\u003eDiagnostic Achievement Tests 380\u003c\/p\u003e \u003cp\u003eStandardized Academic Aptitude Tests 381\u003c\/p\u003e \u003cp\u003eThe History of Academic Aptitude Testing 381\u003c\/p\u003e \u003cp\u003eStability of IQ Scores 382\u003c\/p\u003e \u003cp\u003eWhat Do IQ Tests Predict? 383\u003c\/p\u003e \u003cp\u003eIndividually Administered Academic Aptitude Tests 384\u003c\/p\u003e \u003cp\u003eGroup-Administered Academic Aptitude Tests 384\u003c\/p\u003e \u003cp\u003eStandardized Personality Assessment Instruments 385\u003c\/p\u003e \u003cp\u003eWhat is Personality? 385\u003c\/p\u003e \u003cp\u003eObjective Personality Tests 386\u003c\/p\u003e \u003cp\u003eProjective Personality Tests 387\u003c\/p\u003e \u003cp\u003eSummary 388\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 389\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 \u003c\/b\u003e\u003cb\u003eIn The Classroom: A Summary Dialogue 390\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAppendix A Math Skills Review 396\u003c\/p\u003e \u003cp\u003eAppendix B Answers For Discussion or Practice Questions 402\u003c\/p\u003e \u003cp\u003eSuggested Readings 408\u003c\/p\u003e \u003cp\u003eReferences 413\u003c\/p\u003e \u003cp\u003eCredits 418\u003c\/p\u003e \u003cp\u003eIndex 419\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eDid You Know?\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eThis book is also available as a Wiley eText.\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003eThe Wiley eText is a complete digital version of the text that makes time spent studying more efficient. 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A more affordable alternative to traditional print, the Wiley eText creates a flexible user experience:  \u003c\/p\u003e\u003cul\u003e \u003cli\u003e\u003cb\u003eAccess on-the-go\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eSearch across content\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eHighlight and take notes\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eSave money!\u003c\/b\u003e\u003c\/li\u003e \u003c\/ul\u003e  \u003cp\u003ePurchase the Wiley eText from\u003cbr\u003e \u003cb\u003ewww.WileyStudentChoice.com\u003c\/b\u003e\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989105754341,"sku":"NP9781119239154","price":104.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119239154.jpg?v=1761782817","url":"https:\/\/k12savings.com\/es\/products\/educational-testing-and-measurement-isbn-9781119239154","provider":"K12savings","version":"1.0","type":"link"}