By Craig S. Wells PhD, Molly Faulkner-Bond CEd, Else Hambleton PhD
Read Online or Download Educational Measurement: From Foundations to Future PDF
Similar research books
During this 3rd version of his bestselling textual content John W. Creswell explores the philosophical underpinnings, historical past, and key components of every of 5 qualitative inquiry traditions: narrative study, phenomenology, grounded concept, ethnography, and case examine. In his signature available writing type, the writer relates learn designs to every of the traditions of inquiry.
This ebook offers contemporary examine within the popularity of vulnerabilities of nationwide platforms and resources which won particular recognition for the serious Infrastructures within the final 20 years. The publication concentrates on R&D actions within the relation of severe Infrastructures concentrating on improving the functionality of prone in addition to the extent of protection.
- Empirical Research on the German Capital Market
- Randomized Clinical Trials: Design, Practice and Reporting
- Trade Effects of Public Subsidies to Private Enterprise
- Research and Development in Intelligent Systems XIX: Proceedings of ES2002, the Twenty-second SGAI International Conference on Knowledge Based Systems and Applied Artificial Intelligence
Extra resources for Educational Measurement: From Foundations to Future
Advances in Criterion‑Referenced Testing 31 Today, the NAEP standards remain, and are an integral part of, NAEP score reporting. The research itself quickly spread to state assessment programs and credentialing examinations. Pitoniak and Cizek (Chapter 3, this volume) provide an overview of standard-setting methods and procedures in use today. CRT in the Spotlight: Test Score Reporting Although so many of the advances in testing that have occurred with respect to CRT are somewhat technical in nature and therefore happen behind the scenes in the area of test development, one critical effect of the widespread use of CRT is perhaps most readily apparent in the domain of reporting test results to examinees and other stakeholders.
One of us (RKH) recalls being called by a state test director and asked to offer a standard-setting method over the telephone, but in no more than 15 minutes because that was all the time she had available. Passing scores were, for the most part, arbitrary, and most everyone agreed (see Glass, 1978). But dispute over the particular meaning of the word arbitrary was a key point in the paper by Glass (1978) and the reactions of several researchers, including two of us (Hambleton, 1978; Popham, 1978).
And we must parallel our technological and psychometric developments with those for the content and psychological processes of what we are measuring, and use both within the context of best professional practices. References Aldrich, J. (1997). R. A. Fisher and the making of maximum likelihood 1912–1922. Statistical Science, 12(3), 162–176. Amrein, A. , & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18), 1–74. Anastasi, A.