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Measurement and Assessment in Education

Measurement and Assessment in Education - 2nd edition

ISBN13: 978-0205579341

Cover of Measurement and Assessment in Education 2ND 09 (ISBN 978-0205579341)
ISBN13: 978-0205579341
ISBN10: 0205579345
Cover type: Hardback
Edition: 2ND 09
Copyright: 2009
Publisher: Allyn & Bacon, Inc.
Published: 2009
International: No
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Measurement and Assessment in Education - 2ND 09 edition

ISBN13: 978-0205579341

Cecil R. Reynolds, Ronald Livingston and Victor Willson

ISBN13: 978-0205579341
ISBN10: 0205579345
Cover type: Hardback
Edition: 2ND 09
Copyright: 2009
Publisher: Allyn & Bacon, Inc.
Published: 2009
International: No
Summary

''While providing a slightly more technical presentation of measurement and assessment than more basic texts, this text is both approachable and comprehensive. The text includes an introduction to the basic mathematics of measurement, and expands traditional coverage to include a discussion of performance and portfolio assessments, a presentation of assessment accommodations for students with disabilities, and a practical discussion of professional best practices in educational measurement.''--BOOK JACKET.

Table of Contents

Chapter 1: Introduction to Educational Assessment I. Introduction II. The Language of Assessment A. Tests, Measurement, & Assessment B. Types of Tests C. Types of Scores Interpretations III. Assumptions of Educational Assessment A. Psychological and educational constructs exist. B. Psychological and educational constructs can be measured. C. While we can measure constructs, our measurement is not perfect. D. There are different ways to measure any given construct. E. All assessment procedures have strengths and limitations. F. Multiple sources of information should be part of the assessment process. G. Performance on tests can be generalized to non-test behaviors. H. Assessment can provide information that helps educators make better educational decisions. I. Assessments can be conducted in a fair manner. J. Testing and assessment can benefit our educational institutions and society as a whole. IV. Participants in the Assessment Process A. People who develop tests. B. People who use tests. C. People who take tests. D. Other people involved in the assessment process. V. Common Application of Educational Assessments A. Student Evaluation B. Instructional Decisions C. Selection, Placement, and Classification Decisions D. Policy Decisions E. Counseling and Guidance Decisions VI. What Teachers Need to Know About Assessment A. Teachers should be proficient in selecting professionally developed assessment procedures that are appropriate for making instructional decisions. B. Teachers should be proficient in developing assessment procedures that are appropriate for making instructional decisions. C. Teachers should be proficient in administering, scoring, and interpreting professionally developed and teacher-made assessment procedures. D. Teachers should be proficient in using assessment results when making educational decis