{"product_id":"educational-testing-and-measurement-isbn-9781119931775","title":"Educational Testing and Measurement","description":"\u003cb\u003eEducational Testing \u0026amp; Measurement\u003c\/b\u003e \u003cp\u003e\u003cb\u003eRevised and updated edition of the reader-friendly, classroom-relevant introduction to testing and assessment, designed for educators to meet today’s challenges in measuring student progress\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEducational Testing and Measurement\u003c\/i\u003e, Twelfth Edition, is a revised and updated practical resource that will enhance assessment literacy to help prepare current and prospective teachers to navigate today’s changing world of educational testing and assessment. It describes the classroom impact of national and key state-level policy changes that drive the ongoing changes in the usage of both teacher-made and standardized tests and assessments. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eExpanding on previous editions, the book:\u003c\/b\u003e \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExplains test and measurement content in a nonintimidating and unique manner\u003c\/li\u003e \u003cli\u003eClarifies how formative assessment can help integrate instruction and assessment on a day-day basis in the classroom, and the roles of interim\/benchmark and summative assessment\u003c\/li\u003e \u003cli\u003eDescribes the practical, day-to-day issues related to the development, scoring and interpretation of formative assessment results\u003c\/li\u003e \u003cli\u003ePresents both sides of the various controversies around educational testing and assessment to inform readers sufficiently to form their own opinions\u003c\/li\u003e \u003cli\u003eUses a friendly, conversational style to enhance the emphasis on the application of theory\u003c\/li\u003e \u003cli\u003eProvides sufficient theoretical background, without oversimplifying, for readers to understand the statistical and psychometric foundations of measurement\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003cb\u003eNew content in the twelfth edition:\u003c\/b\u003e \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIncludes the impact of the COVID-19 pandemic on learning and assessment\u003c\/li\u003e \u003cli\u003eExpands coverage of formative, interim\/benchmark and summative assessment\u003c\/li\u003e \u003cli\u003eIntroduces Multi-Tiered Systems of Support (MTSS) and explains how MTSS both integrates with and expands upon Response to Instruction\/Intervention (RTI)\u003c\/li\u003e \u003cli\u003eDescribes changes to assessment practice driven by the “Every Student Succeeds Act (ESSA)” (replacing No Child Left Behind Act, or NCLB), and state academic standards\u003c\/li\u003e \u003cli\u003eIncludes examples illustrating the development, usage and interpretation of assessment results in today’s classrooms\u003c\/li\u003e \u003cli\u003eIncludes an updated instructor’s manual with an expanded item bank, and links to on-line resources to expand upon the text presentation in key areas (e.g., formative assessments standardized testing, measuring behavioral, social, and emotional development)\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003ci\u003eEducational Testing and Measurement\u003c\/i\u003e, Twelfth Edition presents a balanced perspective of educational testing and assessment, with a unique approach to descriptive statistics and psychometrics (validity, reliability, and fairness). \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 1 An Introduction to Contemporary Educational Testing, Assessment, and Measurement 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTests and Assessments: Their Potential 2\u003c\/p\u003e \u003cp\u003eTest, Assessment, or Assessment Process? 3\u003c\/p\u003e \u003cp\u003eIs It a Test or an Assessment? 3\u003c\/p\u003e \u003cp\u003eThe Assessment Process 4\u003c\/p\u003e \u003cp\u003eTests are Only Tools: A Video Beats a Photo 5\u003c\/p\u003e \u003cp\u003eWhy We Developed This Text: Improving Assessment Literacy and Enhancing Test Usefulness 6\u003c\/p\u003e \u003cp\u003eAssessment Literacy 6\u003c\/p\u003e \u003cp\u003eEnhancing Test Usefulness 7\u003c\/p\u003e \u003cp\u003eTechnical Adequacy (Is It Well-constructed?) 7\u003c\/p\u003e \u003cp\u003eTest User Competency 9\u003c\/p\u003e \u003cp\u003eMatching the Test’s Intended Purposes: Specific Content and Timing (Summative, Formative and Interim Assessments) 9\u003c\/p\u003e \u003cp\u003eMatching the Test to the Population 13\u003c\/p\u003e \u003cp\u003eTest Results and Diversity Considerations 15\u003c\/p\u003e \u003cp\u003eTypes of Tests\/Assessments 16\u003c\/p\u003e \u003cp\u003eObjective, Essay, and Performance\/Portfolio Tests\/Assessments 16\u003c\/p\u003e \u003cp\u003eTeacher-Made and Standardized Tests 17\u003c\/p\u003e \u003cp\u003eNorm-Referenced Tests (NRTs) and Criterion-Referenced Tests (CRTs) 18\u003c\/p\u003e \u003cp\u003eCurriculum-Based Measurements (CBMs) 18\u003c\/p\u003e \u003cp\u003eEffects on the Classroom Teacher 19\u003c\/p\u003e \u003cp\u003eAbout the Text 21\u003c\/p\u003e \u003cp\u003eWhat If You Are “No Good in Math”? 22\u003c\/p\u003e \u003cp\u003eSummary 22\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 National Developments: Impact on Classroom Assessment and Measurement 24\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCOVID-19: Impact on K–12 Education 26\u003c\/p\u003e \u003cp\u003eFederal and State Education Initiatives: A Brief Review 26\u003c\/p\u003e \u003cp\u003eEducation Reform Initiatives 27\u003c\/p\u003e \u003cp\u003eRegular Education Reform 27\u003c\/p\u003e \u003cp\u003eSpecial Education Reform 29\u003c\/p\u003e \u003cp\u003eRegular and Special Education Reform Merge: IDEIA, NCLB and ESSA 30\u003c\/p\u003e \u003cp\u003eStandards-Based Reform 31\u003c\/p\u003e \u003cp\u003eCurrent Status of the Common Core State Standards (ccss) 34\u003c\/p\u003e \u003cp\u003eUpdates About Other Trends 34\u003c\/p\u003e \u003cp\u003eOnline and Computer-Adaptive Achievement Testing and COVID–19 35\u003c\/p\u003e \u003cp\u003eGlobalization and International Competitiveness 36\u003c\/p\u003e \u003cp\u003eCompetency Testing for Teachers 36\u003c\/p\u003e \u003cp\u003eTeacher Evaluation Based on Student Test Scores: Value-Added Models (VAM) 37\u003c\/p\u003e \u003cp\u003eIncreased Interest from Professional Groups 38\u003c\/p\u003e \u003cp\u003eA Professional Association–Book Publisher Information Initiative 38\u003c\/p\u003e \u003cp\u003eSummary 39\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 40\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 the Whole Child, Mtss, and Rti 42\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the “Whole Child” Approach? 43\u003c\/p\u003e \u003cp\u003eWhat Is MTSS? 44\u003c\/p\u003e \u003cp\u003eThe Three Tiers of MTSS 44\u003c\/p\u003e \u003cp\u003eWhat Is the History of MTSS? 46\u003c\/p\u003e \u003cp\u003eIs MTSS Just Another Fad? 46\u003c\/p\u003e \u003cp\u003eWhat Is RTI? 47\u003c\/p\u003e \u003cp\u003eHow New Is RTI? 47\u003c\/p\u003e \u003cp\u003eHow Is RTI Supposed to Help Students and Schools? 48\u003c\/p\u003e \u003cp\u003eRTI Definitions, Components, and Approaches 49\u003c\/p\u003e \u003cp\u003eRTI Definitions 49\u003c\/p\u003e \u003cp\u003eRTI Components 49\u003c\/p\u003e \u003cp\u003eExamples: Progress Monitoring with CBM Probes 53\u003c\/p\u003e \u003cp\u003eRTI Approaches 55\u003c\/p\u003e \u003cp\u003eStandard Protocol Approach (SP) 55\u003c\/p\u003e \u003cp\u003eProblem-Solving Approach (PS) 56\u003c\/p\u003e \u003cp\u003eSome Potential Benefits of RTI 56\u003c\/p\u003e \u003cp\u003eRTI: The Promise and Some Controversies 57\u003c\/p\u003e \u003cp\u003eTechnical Issues: Reliability, Validity Evidence, and Fairness 58\u003c\/p\u003e \u003cp\u003eImplementation Issues 58\u003c\/p\u003e \u003cp\u003eSummary 59\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Why and How We Test: Educational Decision Making 62\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssessment, Accountability, and the Classroom Teacher 64\u003c\/p\u003e \u003cp\u003eFormative and Summative Assessments: Special Learners in the Regular Curriculum 64\u003c\/p\u003e \u003cp\u003eTypes of Educational Decisions 66\u003c\/p\u003e \u003cp\u003eInstructional Decisions 66\u003c\/p\u003e \u003cp\u003eGrading and Marking Decisions 66\u003c\/p\u003e \u003cp\u003eDiagnostic Decisions 67\u003c\/p\u003e \u003cp\u003eSelection Decisions 68\u003c\/p\u003e \u003cp\u003ePlacement Decisions 68\u003c\/p\u003e \u003cp\u003eCounseling and Guidance Decisions 68\u003c\/p\u003e \u003cp\u003eProgram or Curriculum Decisions 68\u003c\/p\u003e \u003cp\u003eAdministrative Policy Decisions 68\u003c\/p\u003e \u003cp\u003eHowWeMeasure:APinchofSalt 69\u003c\/p\u003e \u003cp\u003e“Pinching” in the Classroom 70\u003c\/p\u003e \u003cp\u003e“What” to Measure: The Purpose of Testing 71\u003c\/p\u003e \u003cp\u003eHow to Measure 72\u003c\/p\u003e \u003cp\u003eWritten Test Varieties 72\u003c\/p\u003e \u003cp\u003eSummary 73\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Norm- and Criterion-referenced Tests, Content Validity Evidence and Goals And Objectives 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNorm-Referenced and Criterion-Referenced Tests 76\u003c\/p\u003e \u003cp\u003eWhat Type of Information Do You Need? 76\u003c\/p\u003e \u003cp\u003eWhat Is the Problem? 78\u003c\/p\u003e \u003cp\u003eComparing NRTs and CRTs 80\u003c\/p\u003e \u003cp\u003eDifferences In The Construction of NRTs and CRTs 81\u003c\/p\u003e \u003cp\u003eNRTs, CRTs, and Linguistic and Cultural Diversity 81\u003c\/p\u003e \u003cp\u003eNRTs, CRTs, and Validity Evidence 83\u003c\/p\u003e \u003cp\u003eA Three-Stage Model of Classroom Measurement 84\u003c\/p\u003e \u003cp\u003eWhy Objectives? Why Not Just Write Test Items? 85\u003c\/p\u003e \u003cp\u003eWhere Do Goals Come From? 87\u003c\/p\u003e \u003cp\u003eBehavioral and Expressive Objectives and General Goals 88\u003c\/p\u003e \u003cp\u003eCan Instructional Objectives Make a Teacher’s Job Easier? 90\u003c\/p\u003e \u003cp\u003eSummary 92\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 93\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Assessing Learning Outcomes 95\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWriting Instructional Objectives 96\u003c\/p\u003e \u003cp\u003eIdentifying Learning Outcomes 96\u003c\/p\u003e \u003cp\u003eIdentifying Observable and Directly Measurable Learning Outcomes 97\u003c\/p\u003e \u003cp\u003eStating Conditions 98\u003c\/p\u003e \u003cp\u003eStating Criterion Levels 98\u003c\/p\u003e \u003cp\u003eKeeping It Simple and Straightforward 99\u003c\/p\u003e \u003cp\u003eMatching Test Items to Instructional Objectives 100\u003c\/p\u003e \u003cp\u003eTaxonomy of Educational Objectives 102\u003c\/p\u003e \u003cp\u003eCognitive Domain 102\u003c\/p\u003e \u003cp\u003eAffective Domain 105\u003c\/p\u003e \u003cp\u003eThe Psychomotor Domain 107\u003c\/p\u003e \u003cp\u003eThe Test Blueprint 108\u003c\/p\u003e \u003cp\u003eContent Outline 109\u003c\/p\u003e \u003cp\u003eCategories 110\u003c\/p\u003e \u003cp\u003eNumber of Items 110\u003c\/p\u003e \u003cp\u003eFunctions 111\u003c\/p\u003e \u003cp\u003eSummary 112\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Writing Objective Test Items 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhich Format? 116\u003c\/p\u003e \u003cp\u003eTrue–False Items 117\u003c\/p\u003e \u003cp\u003eSuggestions for Writing True–False Items 119\u003c\/p\u003e \u003cp\u003eMatching Items 120\u003c\/p\u003e \u003cp\u003eFaults Inherent in Matching Items 120\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Matching Items 123\u003c\/p\u003e \u003cp\u003eMultiple-Choice Items 123\u003c\/p\u003e \u003cp\u003eHigher-Level Multiple-Choice Questions 128\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Multiple-Choice Items 132\u003c\/p\u003e \u003cp\u003eCompletion Items 132\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Completion Items 134\u003c\/p\u003e \u003cp\u003eGender and Racial\/Ethnic Bias in Test Items 135\u003c\/p\u003e \u003cp\u003eGuidelines for Writing Test Items 136\u003c\/p\u003e \u003cp\u003eAdvantages and Disadvantages of Different Objective Item Formats 137\u003c\/p\u003e \u003cp\u003eTrue–False Tests 137\u003c\/p\u003e \u003cp\u003eMatching Tests 138\u003c\/p\u003e \u003cp\u003eMultiple-Choice Tests 138\u003c\/p\u003e \u003cp\u003eCompletion Tests 138\u003c\/p\u003e \u003cp\u003eSummary 139\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Writing Essay Test Items 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is An Essay Item? 142\u003c\/p\u003e \u003cp\u003eEssay Items Should Measure Complex Cognitive Skills or Processes 143\u003c\/p\u003e \u003cp\u003eEssay Items: Extended or Restricted Response 144\u003c\/p\u003e \u003cp\u003eExamples of Restricted Response Essays 145\u003c\/p\u003e \u003cp\u003ePros and Cons of Essay Items 147\u003c\/p\u003e \u003cp\u003eAdvantages of the Essay Item 147\u003c\/p\u003e \u003cp\u003eDisadvantages of the Essay Item 147\u003c\/p\u003e \u003cp\u003eSuggestions for Writing Essay Items 148\u003c\/p\u003e \u003cp\u003eScoring Essay Questions 149\u003c\/p\u003e \u003cp\u003eScoring Extended Response and Higher-Level Questions 151\u003c\/p\u003e \u003cp\u003eGeneral Essay Scoring Suggestions 155\u003c\/p\u003e \u003cp\u003eAssessing Knowledge Organization 156\u003c\/p\u003e \u003cp\u003eOpen-Book Questions and Exams 158\u003c\/p\u003e \u003cp\u003eSome Open-Book Techniques 159\u003c\/p\u003e \u003cp\u003eGuidelines for Planning Essays, Knowledge Organization, and Open-Book Questions and Exams 162\u003c\/p\u003e \u003cp\u003eSummary 163\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Performance-based Assessment 165\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDebriefing 217\u003c\/p\u003e \u003cp\u003eDebriefing Guidelines 217\u003c\/p\u003e \u003cp\u003eThe process of Evaluating Classroom Achievement 218\u003c\/p\u003e \u003cp\u003eSummary 219\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 221\u003c\/p\u003e \u003cp\u003ePerformance Tests: Direct Measures of Competence 166\u003c\/p\u003e \u003cp\u003ePerformance Tests Can Assess Processes and Products 166\u003c\/p\u003e \u003cp\u003ePerformance Tests Can Be Embedded in Lessons 167\u003c\/p\u003e \u003cp\u003ePerformance Tests Can Assess Affective and Social Skills 167\u003c\/p\u003e \u003cp\u003eDeveloping Performance Assessments for Your Learners 169\u003c\/p\u003e \u003cp\u003eStep 1: Deciding What to Test 169\u003c\/p\u003e \u003cp\u003eStep 2: Designing the Assessment Context 171\u003c\/p\u003e \u003cp\u003eStep 3: Specifying the Scoring Rubrics 174\u003c\/p\u003e \u003cp\u003eStep 4: Specifying Testing Constraints 179\u003c\/p\u003e \u003cp\u003eA Final Word 180\u003c\/p\u003e \u003cp\u003eSummary 181\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 182\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Portfolio Assessment 183\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is a Portfolio? 184\u003c\/p\u003e \u003cp\u003ePurposes for the Portfolio 184\u003c\/p\u003e \u003cp\u003eEnsuring the Validity Evidence of the Portfolio 185\u003c\/p\u003e \u003cp\u003eDeveloping Portfolio Assessments 186\u003c\/p\u003e \u003cp\u003eStep 1: Deciding on the Purposes for a Portfolio 186\u003c\/p\u003e \u003cp\u003eStep 2: Identifying Relevant Skills and Dispositions 186\u003c\/p\u003e \u003cp\u003eStep 3: Deciding Who Will Plan the Portfolio 186\u003c\/p\u003e \u003cp\u003eStep 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product 187\u003c\/p\u003e \u003cp\u003eStep 5: Building the Portfolio Rubrics 188\u003c\/p\u003e \u003cp\u003eStep 6: Developing a Procedure to Aggregate All Portfolio Ratings 193\u003c\/p\u003e \u003cp\u003eStep 7: Determining the Logistics 194\u003c\/p\u003e \u003cp\u003eSummary 197\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 198\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Administering, Analyzing, And Improving Teacher-made Tests 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssembling, Administering, and Scoring the Test 200\u003c\/p\u003e \u003cp\u003ePackaging the Paper-and-Pencil or Online Test 200\u003c\/p\u003e \u003cp\u003eCheck Test Directions 201\u003c\/p\u003e \u003cp\u003eProofread the Test 202\u003c\/p\u003e \u003cp\u003eReproducing the Test 202\u003c\/p\u003e \u003cp\u003eAdministering the Test 202\u003c\/p\u003e \u003cp\u003eScoring the Test 204\u003c\/p\u003e \u003cp\u003eAnalyzing the Test 205\u003c\/p\u003e \u003cp\u003eQuantitative Item Analysis 205\u003c\/p\u003e \u003cp\u003eQualitative Item Analysis 212\u003c\/p\u003e \u003cp\u003eItem Analysis Modifications for the Criterion-Referenced Test 212\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Marks and Marking Systems 222\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Purpose of a Mark? 223\u003c\/p\u003e \u003cp\u003eWhy Be Concerned about Marking? 223\u003c\/p\u003e \u003cp\u003eWhat Should a Mark Reflect? 223\u003c\/p\u003e \u003cp\u003eMarking Systems 225\u003c\/p\u003e \u003cp\u003eTypes of Comparisons 225\u003c\/p\u003e \u003cp\u003eTypes of Symbols 229\u003c\/p\u003e \u003cp\u003eCombining and Weighting The Components of a Mark 230\u003c\/p\u003e \u003cp\u003eWho Is the Better Teacher? 231\u003c\/p\u003e \u003cp\u003eCombining Grades into a Single Mark 232\u003c\/p\u003e \u003cp\u003ePractical Approaches to Equating Before Weighting in the Busy Classroom 235\u003c\/p\u003e \u003cp\u003eFront-End Equating 235\u003c\/p\u003e \u003cp\u003eBack-End Equating 237\u003c\/p\u003e \u003cp\u003eSummary 238\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 239\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Summarizing Data and Measures Of Central Tendency 240\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Statistics? 241\u003c\/p\u003e \u003cp\u003eWhy Use Statistics? 242\u003c\/p\u003e \u003cp\u003eTabulating Frequency Data 242\u003c\/p\u003e \u003cp\u003eThe List 243\u003c\/p\u003e \u003cp\u003eThe Simple Frequency Distribution 244\u003c\/p\u003e \u003cp\u003eThe Grouped Frequency Distribution 245\u003c\/p\u003e \u003cp\u003eSteps in Constructing a Grouped Frequency Distribution 246\u003c\/p\u003e \u003cp\u003eGraphing Data 248\u003c\/p\u003e \u003cp\u003eThe Bar Graph, or Histogram 249\u003c\/p\u003e \u003cp\u003eThe Frequency Polygon 250\u003c\/p\u003e \u003cp\u003eThe Smooth Curve 252\u003c\/p\u003e \u003cp\u003eMeasures of Central Tendency 255\u003c\/p\u003e \u003cp\u003eThe Mean 255\u003c\/p\u003e \u003cp\u003eThe Median 257\u003c\/p\u003e \u003cp\u003eThe Mode 261\u003c\/p\u003e \u003cp\u003eThe Measures of Central Tendency in Various Distributions 262\u003c\/p\u003e \u003cp\u003eSummary 264\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 265\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Variability, the Normal Distribution, and Converted Scores 267\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Range 268\u003c\/p\u003e \u003cp\u003eThe Semi-Interquartile Range (SIQR) 269\u003c\/p\u003e \u003cp\u003eThe Standard Deviation 270\u003c\/p\u003e \u003cp\u003eThe Deviation Score Method for Computing the Standard Deviation 273\u003c\/p\u003e \u003cp\u003eThe Raw Score Method for Computing the Standard Deviation 274\u003c\/p\u003e \u003cp\u003eThe Normal Distribution 276\u003c\/p\u003e \u003cp\u003eProperties of the Normal Distribution 277\u003c\/p\u003e \u003cp\u003eConverted Scores 279\u003c\/p\u003e \u003cp\u003e\u003ci\u003ez\u003c\/i\u003e-Scores 282\u003c\/p\u003e \u003cp\u003eT-Scores 286\u003c\/p\u003e \u003cp\u003eSummary 287\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 287\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Correlation 289\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Correlation Coefficient 291\u003c\/p\u003e \u003cp\u003eStrength of a Correlation 291\u003c\/p\u003e \u003cp\u003eDirection of a Correlation 291\u003c\/p\u003e \u003cp\u003eScatterplots 292\u003c\/p\u003e \u003cp\u003eWhere Does r Come From? 294\u003c\/p\u003e \u003cp\u003eCausality 295\u003c\/p\u003e \u003cp\u003eOther Interpretive Cautions 296\u003c\/p\u003e \u003cp\u003eSummary 299\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 300\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Validity Evidence 301\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEstablishing Validity Evidence: Contrasting Approaches 302\u003c\/p\u003e \u003cp\u003eDo We Have to Evaluate Validity Evidence? 303\u003c\/p\u003e \u003cp\u003eWhen Should Validity Evidence Be Evaluated? 303\u003c\/p\u003e \u003cp\u003eTypes of Validity Evidence 304\u003c\/p\u003e \u003cp\u003eContent Validity Evidence 304\u003c\/p\u003e \u003cp\u003eCriterion-Related Validity Evidence 305\u003c\/p\u003e \u003cp\u003eConstruct Validity Evidence 307\u003c\/p\u003e \u003cp\u003eWhat Have We Been Saying? A Review 307\u003c\/p\u003e \u003cp\u003eInterpreting Validity Coefficients 310\u003c\/p\u003e \u003cp\u003eContent Validity Evidence 310\u003c\/p\u003e \u003cp\u003eConcurrent and Predictive Validity Evidence 310\u003c\/p\u003e \u003cp\u003eSummary 314\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 315\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 Reliability 316\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMethods of Estimating Score Reliability Evidence 317\u003c\/p\u003e \u003cp\u003eTest–Retest or Stability 317\u003c\/p\u003e \u003cp\u003eAlternate Forms or Equivalence 318\u003c\/p\u003e \u003cp\u003eInternal Consistency 318\u003c\/p\u003e \u003cp\u003eInterpreting Reliability Coefficients 321\u003c\/p\u003e \u003cp\u003eSummary 324\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 325\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 Accuracy and Error 327\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eError—What Is It? 328\u003c\/p\u003e \u003cp\u003eThe Standard Error of Measurement 329\u003c\/p\u003e \u003cp\u003eUsing the Standard Error of Measurement 330\u003c\/p\u003e \u003cp\u003eMore Applications 333\u003c\/p\u003e \u003cp\u003eStandard Deviation or Standard Error of Measurement? 335\u003c\/p\u003e \u003cp\u003eWhy All the Fuss About Error? 336\u003c\/p\u003e \u003cp\u003eError Within Test-Takers 336\u003c\/p\u003e \u003cp\u003eError Within the Test 336\u003c\/p\u003e \u003cp\u003eError in Test Administration 337\u003c\/p\u003e \u003cp\u003eError in Scoring 337\u003c\/p\u003e \u003cp\u003eSources of Error Influencing Various Reliability Coefficients 338\u003c\/p\u003e \u003cp\u003eTest–Retest 338\u003c\/p\u003e \u003cp\u003eAlternate Forms 338\u003c\/p\u003e \u003cp\u003eInternal Consistency 339\u003c\/p\u003e \u003cp\u003eBand Interpretation 340\u003c\/p\u003e \u003cp\u003eSteps: Band Interpretation 341\u003c\/p\u003e \u003cp\u003eList Data 341\u003c\/p\u003e \u003cp\u003eDetermine S m 341\u003c\/p\u003e \u003cp\u003eAdd and Subtract S m 341\u003c\/p\u003e \u003cp\u003eGraph the Results 341\u003c\/p\u003e \u003cp\u003eInterpret the Bands 342\u003c\/p\u003e \u003cp\u003eAFinalWord 344\u003c\/p\u003e \u003cp\u003eSummary 344\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 346\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Standardized Tests 347\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStandardized, High-Stakes Testing: A Brief History 348\u003c\/p\u003e \u003cp\u003eWhat Is a Standardized Test? 349\u003c\/p\u003e \u003cp\u003eDo Test Stimuli, Administration, and Scoring Have to Be Standardized? 350\u003c\/p\u003e \u003cp\u003eStandardized Testing: Effects of Accommodations and Alternative Assessments 351\u003c\/p\u003e \u003cp\u003eUses of Standardized Achievement Tests 352\u003c\/p\u003e \u003cp\u003eWill Performance and Portfolio Assessment Make Standardized Tests Obsolete? 352\u003c\/p\u003e \u003cp\u003eAdministering Standardized Tests 353\u003c\/p\u003e \u003cp\u003eTypes of Scores Offered for Standardized Achievement Tests 355\u003c\/p\u003e \u003cp\u003eGrade Equivalents 355\u003c\/p\u003e \u003cp\u003eAge Equivalents 356\u003c\/p\u003e \u003cp\u003ePercentile Ranks 357\u003c\/p\u003e \u003cp\u003eStandard Scores 357\u003c\/p\u003e \u003cp\u003eAdvantages and Disadvantages of Standard or Scale Scores 359\u003c\/p\u003e \u003cp\u003eThe Norms Table 359\u003c\/p\u003e \u003cp\u003eInterpreting a Norms Table 360\u003c\/p\u003e \u003cp\u003eSummary 362\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 363\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 Interpreting Summative Standardized Test Scores 365\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTest-Related Factors That Affect Interpretation 366\u003c\/p\u003e \u003cp\u003eDoes the Test Have Acceptable Score Reliability and Criterion-related Validity Evidence? 366\u003c\/p\u003e \u003cp\u003eDoes the Test Have Content Validity Evidence? 367\u003c\/p\u003e \u003cp\u003eIs the Norm Group an Appropriate Match to Your Class? 367\u003c\/p\u003e \u003cp\u003eWere Standardized Administration Procedures Followed? 368\u003c\/p\u003e \u003cp\u003eStudent-Related Factors That Affect Interpretation 369\u003c\/p\u003e \u003cp\u003eLinguistic and Cultural 369\u003c\/p\u003e \u003cp\u003eAge, Gender, and Development 370\u003c\/p\u003e \u003cp\u003eMotivational 371\u003c\/p\u003e \u003cp\u003eEmotional State on the Test Day 371\u003c\/p\u003e \u003cp\u003eDisabilities 371\u003c\/p\u003e \u003cp\u003eAptitude 371\u003c\/p\u003e \u003cp\u003eAptitude–Achievement Discrepancies 374\u003c\/p\u003e \u003cp\u003eInterpreting Standardized Tests: Parent–Teacher Conferences and Educational Decision Making 377\u003c\/p\u003e \u003cp\u003eAn Example: Pressure to Change an Educational Placement 377\u003c\/p\u003e \u003cp\u003eInterpreting Standardized Tests: Score Reports From Publishers 381\u003c\/p\u003e \u003cp\u003eMore Examples: Interpreting Reports from Test Publishers 387\u003c\/p\u003e \u003cp\u003eScenario #1: Based on Figure 20.5 387\u003c\/p\u003e \u003cp\u003eScenario #2: Based on Figure 20.6 387\u003c\/p\u003e \u003cp\u003eAuthors’ Responses 387\u003c\/p\u003e \u003cp\u003eSummary 389\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 389\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 Types of Standardized Tests 391\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSummative Standardized Achievement Tests 392\u003c\/p\u003e \u003cp\u003eAchievement Test Batteries, or Survey Batteries 393\u003c\/p\u003e \u003cp\u003eSingle-Subject Achievement Tests 394\u003c\/p\u003e \u003cp\u003eDiagnostic Achievement Tests 394\u003c\/p\u003e \u003cp\u003eStandardized Academic Aptitude Tests 394\u003c\/p\u003e \u003cp\u003eThe History of Academic Aptitude Testing 395\u003c\/p\u003e \u003cp\u003eStability of IQ Scores 396\u003c\/p\u003e \u003cp\u003eWhat Do IQ Tests Predict? 396\u003c\/p\u003e \u003cp\u003eIndividually Administered Academic Aptitude Tests 397\u003c\/p\u003e \u003cp\u003eGroup-Administered Academic Aptitude Tests 398\u003c\/p\u003e \u003cp\u003eStandardized Personality Assessment Instruments 398\u003c\/p\u003e \u003cp\u003eWhat Is Personality? 399\u003c\/p\u003e \u003cp\u003eObjective Personality Tests 400\u003c\/p\u003e \u003cp\u003eProjective Personality Tests 401\u003c\/p\u003e \u003cp\u003eSummary 401\u003c\/p\u003e \u003cp\u003eFor Discussion and Practice 402\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 22 In the Classroom: a Summary Dialogue 403\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePart 1: The New Teacher and the Experienced Teacher 403\u003c\/p\u003e \u003cp\u003ePart 2: Another Experienced Teacher Joins in 407\u003c\/p\u003e \u003cp\u003ePart 3: The Principal Joins in 408\u003c\/p\u003e \u003cp\u003eAppendix a Math Skills Review A- 1\u003c\/p\u003e \u003cp\u003eAppendix B Answers for Discussion Or Practice Questions A- 7\u003c\/p\u003e \u003cp\u003eReferences R- 1\u003c\/p\u003e \u003cp\u003eIndex I- 1\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eRevised and updated edition of the reader-friendly, classroom-relevant introduction to testing and assessment, designed for educators to meet today’s challenges in measuring student progress\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEducational Testing and Measurement\u003c\/i\u003e, Twelfth Edition, is a revised and updated practical resource that will enhance assessment literacy to help prepare current and prospective teachers to navigate today’s changing world of educational testing and assessment. It describes the classroom impact of national and key state-level policy changes that drive the ongoing changes in the usage of both teacher-made and standardized tests and assessments. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eExpanding on previous editions, the book:\u003c\/b\u003e \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExplains test and measurement content in a nonintimidating and unique manner\u003c\/li\u003e \u003cli\u003eClarifies how formative assessment can help integrate instruction and assessment on a day-day basis in the classroom, and the roles of interim\/benchmark and summative assessment\u003c\/li\u003e \u003cli\u003eDescribes the practical, day-to-day issues related to the development, scoring and interpretation of formative assessment results\u003c\/li\u003e \u003cli\u003ePresents both sides of the various controversies around educational testing and assessment to inform readers sufficiently to form their own opinions\u003c\/li\u003e \u003cli\u003eUses a friendly, conversational style to enhance the emphasis on the application of theory\u003c\/li\u003e \u003cli\u003eProvides sufficient theoretical background, without oversimplifying, for readers to understand the statistical and psychometric foundations of measurement\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003cb\u003eNew content in the twelfth edition:\u003c\/b\u003e \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIncludes the impact of the COVID-19 pandemic on learning and assessment\u003c\/li\u003e \u003cli\u003eExpands coverage of formative, interim\/benchmark and summative assessment\u003c\/li\u003e \u003cli\u003eIntroduces Multi-Tiered Systems of Support (MTSS) and explains how MTSS both integrates with and expands upon Response to Instruction\/Intervention (RTI)\u003c\/li\u003e \u003cli\u003eDescribes changes to assessment practice driven by the “Every Student Succeeds Act (ESSA)” (replacing No Child Left Behind Act, or NCLB), and state academic standards\u003c\/li\u003e \u003cli\u003eIncludes examples illustrating the development, usage and interpretation of assessment results in today’s classrooms\u003c\/li\u003e \u003cli\u003eIncludes an updated instructor’s manual with an expanded item bank, and links to on-line resources to expand upon the text presentation in key areas (e.g., formative assessments standardized testing, measuring behavioral, social, and emotional development)\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003ci\u003eEducational Testing and Measurement\u003c\/i\u003e, Twelfth Edition presents a balanced perspective of educational testing and assessment, with a unique approach to descriptive statistics and psychometrics (validity, reliability, and fairness).\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989105819877,"sku":"NP9781119931775","price":68.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119931775.jpg?v=1761782818","url":"https:\/\/k12savings.com\/es\/products\/educational-testing-and-measurement-isbn-9781119931775","provider":"K12savings","version":"1.0","type":"link"}