The authors present an elementary and exceptionally lucid introduction to issues in measurement theory. They define and discuss validity and reliability; proceed to a discussion of three basic types of validity, including criterion, content, and construct validity; present an introductory discussion of classical test theory, with an emphasis on parallel measures; and present a clear discussion of four methods of reliability estimation, including the test-retest, alternative form, split-half, and internal consistency methods of reliability assessment. The text is concluded with a discussion of the use of reliability assessment for purposes of correcting bivariate correlations for attenuation due to random measurement error.
This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA’s international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA’s approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data.
Validity is the hallmark of quality for educational and psychological measurement. But what does quality mean in this context? And to what, exactly, does the concept of validity apply? These apparently innocuous questions parachute the unwary inquirer into a minefield of tricky ideas. This book guides you through this minefield, investigating how the concept of validity has evolved from the nineteenth century to the present day. Communicating complicated concepts straightforwardly, the authors answer questions like: What does ′validity′ mean? What does it mean to ′validate′? How many different kinds of validity are there? When does validation begin and end? Is reliability a part of validity, or distinct from it? This book will be of interest to anyone with a professional or academic interest in evaluating the quality of educational or psychological assessments, measurements and diagnoses.
No other book reviews clinical neuropsychological assessment from an empirical psychometric perspective. In this completely revised and updated 2nd edition, the concepts and methods of psychometric neuropsychology are presented as a framework by which to evaluate current instruments. Newer methodologies and statistical techniques are discussed, such as meta analysis, effect size, confirming factor analysis and ecological validity. The explosion of research in this area since the publication of the first edition in 1989, has been incorporated, including a greatly expanded chapter on child assessment instruments. This volume is a must for the bookshelf of every clinical neuropsychologist as well as researchers and students. Anyone conducting forensic evaluations will especially find useful the information on reliability and validity when preparing for court appearances.
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Written for pre-service teacher candidates who have little or no classroom experience, Rick Stiggins’ multiple award-winning and market-leading text focuses squarely on preparing new teachers to assess students in classrooms, providing them with their initial orientation to classroom assessment and to the challenges they will face in monitoring student learning, in using the assessment process, and its results to benefit their students. The text clearly instructs teaching candidates on how to gather dependable evidence of student learning using quality assessments and how to use those assessments to support and to certify student learning. The book has an exceptionally strong focus on integrating assessment with instruction through student involvement in the assessment process; it is clearly the most non-technical and hands on practical orientation to assessment validity and reliability yet developed. It offers five easy-to-understand keys to effective classroom assessment practice that any teacher can learn to apply. The presentation covers the full range of classroom assessment methods, when and how to use them and how to communicate results in ways that support learning. Examples and models are offered across grade levels and schools subjects to assist candidates in learning these things. The treatment of student-involved assessment, record keeping, and communication as an instructional intervention is a unique entity of the text. Specific assessment strategies are offered throughout for helping students see the learning target from the beginning and then watch themselves move progressively close over time until they achieve ultimate learning success. Showing how to use assessment to accurately reflect student achievement and how to benefit–not merely grade–student learning, the text examines the full spectrum of assessment topics, from articulating targets, through developing quality assessments and communicating results effectively.
This guide demonstrates how social scientists assess the reliability and validity of empirical measurements. This monograph is a good starting point for those who want to familiarize themselves with the current debates over "appropriate" measurement designs and strategies.
This open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model. Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models that accurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.
Recent vision research has led to the emergence of new techniques that offer exciting potential for a more complete assessment of vision in clinical, industrial, and military settings. Emergent Techniques for Assessment of Visual Performance examines four areas of vision testing that offer potential for improved assessment of visual capability including: contrast sensitivity function, dark-focus of accommodation, dynamic visual acuity and dynamic depth tracking, and ambient and focal vision. In contrast to studies of accepted practices, this report focuses on emerging techniques that could help determine whether people have the vision necessary to do their jobs. In addition to examining some of these emerging techniques, the report identifies their usefulness in predicting performance on other visual and visual-motor tasks, and makes recommendations for future research. Emergent Techniques for Assessment of Visual Performance provides summary recommendations for research that will have significant value and policy implications for the next 5 to 10 years. The content and conclusions of this report can serve as a useful resource for those responsible for screening industrial and military visual function.
How do you judge the quality of a school, a district, a teacher, a student? By the test scores, of course. Yet for all the talk, what educational tests can and can’t tell you, and how scores can be misunderstood and misused, remains a mystery to most. The complexities of testing are routinely ignored, either because they are unrecognized, or because they may be—well, complicated. Inspired by a popular Harvard course for students without an extensive mathematics background, Measuring Up demystifies educational testing—from MCAS to SAT to WAIS, with all the alphabet soup in between. Bringing statistical terms down to earth, Daniel Koretz takes readers through the most fundamental issues that arise in educational testing and shows how they apply to some of the most controversial issues in education today, from high-stakes testing to special education. He walks readers through everyday examples to show what tests do well, what their limits are, how easily tests and scores can be oversold or misunderstood, and how they can be used sensibly to help discover how much kids have learned.
