Study Guide for Sax's Principles of Educational and Psychological Measurement and Evaluation, 4th
, by Gilbert Sax
- ISBN: 9780534257507 | 053425750X
- Cover: Paperback
- Copyright: 7/12/1996
This edition continues SaxUs tradition of comprehensive and comprehensible coverage of testing and measurement principles while including the most recent theory and research.
| Preface | |
| Measurement And Evaluation In Education And Psychology | |
| The Role Of Measurement, Testing, And Evaluation | |
| Chapter Objectives | |
| Development and Importance of Measurement and Evaluation | |
| The Necessity of Evaluation in Teaching | |
| The Relationships Among Measurement, Teaching, and Evaluation | |
| Measurement | |
| Tests and Other Measurement Instruments | |
| Evaluation | |
| Types of Evaluative Decisions in Education and Psychology. | |
| Summary | |
| Suggested Reading | |
| Social, Legal, And Ethical Implications Of Testing | |
| Chapter Objectives | |
| Criticisms of Testing | |
| Tests Are Biased Against Minority Students | |
| Ethical and Unethical Testing Practices | |
| Alternatives to Traditional Testing | |
| Summary | |
| Suggested Reading | |
| Principles And Methods Of Classroom Test Construction | |
| Planning For The Teacher-Made Test. Chapter Objectives | |
| Some Preliminary Considerations | |
| Types of Educational Objectives | |
| Research Evidence Regarding the Use of Objectives | |
| The Cognitive, Affective, and Psychomotor Domains | |
| Item Sampling and Selection:The Test Blueprint | |
| Test Specifications for Criterion-Referenced Tests | |
| Summary | |
| Suggested Reading | |
| Principles Of Test Construction: True-False, Multiple-Choice, And Matching Items | |
| Chapter Objectives | |
| Constructing True-False Tests | |
| Constructing the Multiple-Choice Item | |
| Construction Matching Tests | |
| Summary | |
| Suggested Reading | |
| Principles Of Test Construction: Completion And Essay Tests | |
| Chapter Objectives | |
| Constructing Completion Tests | |
| Constructing Essay Achievement Tests | |
| Objectives for Essay Achievement Items | |
| Summary | |
| Suggested Reading | |
| Ratings, Observations, And The Measurement Of Performance | |
| Chapter Objectives | |
| The Nature of Observation | |
| Process and Produce Scales | |
| Ratings | |
| Ranking Procedures | |
| Improving Ratings and Rankings | |
| Peer-Group Ratings | |
| Performance Assessment | |
| Summary | |
| Suggested Reading | |
| Summarizing And Interpreting Measurements | |
| Summarizing And Interpreting Measurements | |
| Chapter Objectives | |
| Selecting an Electronic Calculator | |
| Computer Basics | |
| Frequency Distributions | |
| Measures of Central Tendency | |
| Measures of Variability | |
| Standard Scores | |
| Locating Individuals on a Normal Curve | |
| Expressing the Relationship Between Two Sets of Scores | |
| Summary | |
| Suggested Reading | |
| How to Use StataQuest | |
| Criteria For Evaluating Items, Tests, And Measurements | |
| Evaluating Items: Item Analysis And Interpretations | |
| Chapter Objectives | |
| Analyzing Items on Norm-Referenced Tests | |
| Developing and Interpreting Item Analyses for Norm-Referenced Tests | |
| Interpreting Item-Analysis Data for Norm-Referenced Tests | |
| Reducing Labor in Running Item Analysis | |
| Developing an Item File for Teacher-Made Tests | |
| Storage and Retrieval of Items from Item Banks | |
| Relating Item Analyses to the Purposes of Testing | |
| Presenting and Interpreting Item Analyses for Criterion-Referenced Tests | |
| Item-Response Theory and Item-Characteristic Curves | |
| Summary | |
| Suggested Reading | |
| How to Use StataQuest | |
| The Reliability Of Measurements | |
| Chapter Objectives | |
| Obtained, True, and Error Scores | |
| A Technical Definition of Reliability | |
| Practical Methods of Estimating Reliability | |
| The Reliability of Criterion-Referenced and Mastery Tests | |
| Conditions Affecting Reliability Coefficients | |
| The Standard Error of Measurement | |
| The Reliability of Individual and Group Scores | |
| The Reliability of Difference Scores | |
| Sources of Error | |
| Error Components of Different Reliability Coefficients | |
| Ways to Improve Norm-Referenced Reliability | |
| Ways to Improve Criterion-Referenced Reliability | |
| Summary | |
| Suggested Reading | |
| The Validity Of Inferences Obtained From Tests And Measurements | |
| Chapter Objectives | |
| The Meaning and Importance of Validity | |
| Empirical Methods of Estimating Validity | |
| Face Validity | |
| Cross-Validation | |
| Criterion Contamination | |
| Validity and Reasons for Using Tests | |
| The Validity of Criterion-Referenced Test Interpretations | |
| Summary | |
| Suggested Reading | |
| Selecting, Evaluating, And Using Standardized Tests | |
| Standards For Selecting And Evaluating Standardized Tests | |
| Chapter Objectives | |
| Practical Considerations in Selecting Tests | |
| Technical Considerations in Selecting Tests | |
| A Brief Evaluation Form | |
| Guidelines for Evaluating Criterion-Referenced Tests | |
| Published Sources of Information About Tests | |
| Qualifications to Purchase Test Materials | |
| Summary | |
| The Nature And Measurement Of Intelligence | |
| Chapter Objectives | |
| Precursors to the Development of Intelligence Tests | |
| The Meaning of Intelligence | |
| The Structure of Intelligence | |
| The Origins of Intelligence: The Heredity Environment Issue | |
| Some Correlates and Uses of Intelligence Test Scores | |
| Norms on Intelligence Tests | |
| Some Examples of Individual Intelligence Tests | |
| Group Tests of Intelligence | |
| Summary | |
| Suggested Readings | |
| The Measurement Of Aptitudes | |
| Chapter Objectives | |
| The Use of Aptitude Tests | |
| The Differential Nature of Aptitudes | |
| The Reliability of Aptitude Measures | |
| Sex Differences on Aptitude Tests | |
| The Validity of Aptitude Measures | |
| Norms on Aptitude Tests | |
| Reasons for Using Aptitude Tests | |
| Examples and Types of Aptitude Tests | |
| Summary | |
| Suggested Reading | |
| Standardized Measures Of Academic Achievement | |
| Chapter Objectives | |
| The Meaning of Standardized Achievement Tests | |
| The Construction of Standardized Achievement Tests | |
| Norms on Standardized Achievement Tests | |
| The Lake Wobegon Effect | |
| Multicultural Evaluations of Student Learning | |
| Out-of-Level Testing | |
| The Reliability of Standardized Achievement Tests | |
| The Validity of Standard Achievement Tests | |
| Profiles | |
| The Concepts of Underachievement and Overachievement | |
| Sex Differences on Standardized Achievement Tests | |
| Reasons for Using Standardized Achievement Tests | |
| Some Examples of Standardized Achievement Tests | |
| Summary | |
| Suggested Reading | |
| The Measurement Of Interests, Aptitudes, And Values | |
| Chapter Objectives | |
| The Meaning Of Interest, Aptitude, and Value | |
| Types of Interests | |
| Levels and Areas of IntereSt. The Relationship Between Interests and Aptitudes | |
| Constructing Interest Inventories | |
| Norms on Interest Inventories | |
| Uses of Interest Inventories | |
| The Reliability of Interest Inventories | |
| The Validity of Interest Inventories | |
| Sex Bias on Interest Inventories | |
| Some Examples of Standardized Interest Inventories | |
| The Measurement of Attitudes | |
| Characteristics of Attitudes | |
| The Scaling of Attitudes | |
| Techniques for Measuring Attitudes | |
| Uses of Attitude Scales | |
| The Reliability of Attitude Scales | |
| The Validity of Attitude Scales | |
| The Measurement of Values | |
| Polling and Questionnaire Construction | |
| Summary | |
| Suggested Reading | |
| The Measurement Of Personality Traits | |
| Chapter Objectives | |
| The Meaning of Personality | |
| Pseudoscientific and Quasi-Pseudoscientific Approaches to Personality Measurement | |
| Sources of Error in Personality Assessment: Response Biases | |
| Observational Methods and Measuring Personality | |
| Uses of Personality Measures | |
| Summary | |
| Suggested Reading | |
| Evaluating Students And Programs | |
| Evaluating Student Progress | |
| Chapter Objectives | |
| The Importance of Evaluating Student Progress | |
| Criteria for Developing a School or District Testing Program | |
| Criteria for Reporting Student Progress | |
| Methods Used to Report Student Progress | |
| Uses of Reporting Systems | |
| Summary | |
| Suggested Reading | |
| Evaluation Strategies | |
| Chapter Objectives | |
| The Role of Program Evaluation in Education | |
| Ethical Considerations in Program Evaluation | |
| The Evaluation Contract | |
| Evaluation Strategies | |
| Common Pitfalls in Program Evaluation | |
| Pitfalls in the Measurement of Effectiveness | |
| Concluding Remarks | |
| Summary | |
| Suggested Reading | |
| Glossary | |
| Appendix | |
| Computation of a Mean from a Frequency Distribution | |
| Appendix | |
| Computation of a Standard Deviation and Variance from a Frequency Distribution | |
| Appendix | |
| Computation of Medians, Percentiles, Quartiles, and Deciles from a Frequency Distribution | |
| Appendix | |
| Graphic Methods for Converting Raw Scores to Medians, Percentiles, Quartiles, and Deciles from a Frequency Distribution | |
| Appendix | |
| A Raw-Score Formula for Computing Correlations | |
| Appendix | |
| Computation of Rank-Order Correlations (Rho, or r) | |
| Bibliography | |
| Name Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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