Measurement and Assessment in Education
by Reynolds, Cecil R.; Livingston, Ronald B.; Willson, VictorEdition: 2nd
Format: Paperback
Pub. Date: 2008-04-29
Publisher(s): Pearson
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Summary
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 | |
| Introduction | |
| 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 | |
| Summary | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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