Measurement and Assessment in Education

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2008-04-29
  • Publisher: Pearson

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This book employs a pragmatic approach to the study of educational tests and measurement so that teachers will understand essential psychometric concepts and be able to apply them in the classroom. Educational measurement and assessment, ethical principles, legal issues, and professional standardsPre-service teachers at a slightly more advanced level

Table of Contents

Introduction to Educational Assessment
The Language of Assessment
Tests, Measurement, & Assessment
Types of Tests
Types of Scores Interpretations
Assumptions of Educational Assessment
Psychological and educational constructs exist
Psychological and educational constructs can be measured
While we can measure constructs, our measurement is not perfect
There are different ways to measure any given construct
All assessment procedures have strengths and limitations
Multiple sources of information should be part of the assessment process
Performance on tests can be generalized to non-test behaviors
Assessment can provide information that helps educators make better educational decisions
Assessments can be conducted in a fair manner
Testing and assessment can benefit our educational institutions and society as a whole
Participants in the Assessment Process
People who develop tests
People who use tests
People who take tests
Other people involved in the assessment process
Common Application of Educational Assessments
Student Evaluation
Instructional Decisions
Selection, Placement, and Classification Decisions
Policy Decisions
Counseling and Guidance Decisions
What Teachers Need to Know About Assessment
Teachers should be proficient in selecting professionally developed assessment procedures that are appropriate for making instructional decisions
Teachers should be proficient in developing assessment procedures that areappropriate for making instructional decisions
Teachers should be proficient in administering, scoring, and interpretingprofessionally developed and teacher-made assessment procedures
Teachers should be proficient in using assessment results when makingeducational decisions
Teachers should be proficient in developing valid grading procedures thatincorporate assessment information
Teachers should be proficient in communicating assessment results
Teachers should be proficient in recognizing unethical, illegal, and otherinappropriate uses of assessment procedures or information
Educational Assessment in the 21st Century
Computerized Adaptive Testing (CAT) and Other Technological Advances
Authentic Assessments
Educational Accountability and High-Stakes Assessment
Trends in the Assessment of Students with Disabilities
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