Test Scores and What They Mean / Edition 6by Howard B. Lyman
Pub. Date: 10/27/1997
This fact-filled, authoritative introduction to psychological and educational testing equips new practitioners with an overview of how to interpret and use test scores effectively. With more coverage on the ethical considerations in test usage, this edition of this common-sense approach to using test data offers plain language analysis of the/b>/b>… See more details below
This fact-filled, authoritative introduction to psychological and educational testing equips new practitioners with an overview of how to interpret and use test scores effectively. With more coverage on the ethical considerations in test usage, this edition of this common-sense approach to using test data offers plain language analysis of the theory and implications of tests. It stresses the importance of the need for people, and not just computers, to be involved in the interpretation of test results. New practitioners and educators who need an easy-to-use guide to interpreting test scores and data.
Table of Contents
1.Learning About Test Scores.
No More Stalling!
Answers to the Pretest.
2.Basic Attributes of the Test.
3.The Language of Testing.
How to Tell.
4.What's New in Testing Today.
Computers and Testing.
Latent Trait Scaling.
Competency and Accountability.
What is Wrong?
Outcome Based Education.
Exceptional People: Those with Language and Physical Disabilities.
New All Over Again?
Not Only in the United States.
5.Social Responsibility and Testing.
Tests Do Not Measure Innate Ability (Only).
Intelligence Tests Do Not Measure Creativity.
People Use Tests to Label Children as Morons, etc.
Standardized Tests Favor the Glib and Penalize the Thoughtful.
Tests Invade Privacy.
Tests Give Changing Results.
Tests Are Unfair.
Tests Are Misused and Misinterpreted.
6.A Few Statistics.
The Normal Probability Curve.
An Omission and an Explanation.
7.Information About Tests.
Don't Overlook Your Personal Computer.
A Classification Scheme.
Type I: Comparison with an “Absolute Standard,” or Content Difficulty.
Type II: Inter-Individual Comparisons.
Type III: Intra-Individual Comparisons.
Type IV: Assorted Arbitrary Bases.
A Final Word.
The Good Profile.
Significant Differences in Profile Points.
10.Don't Forget Common Sense.
Institutional and Individual Decisions.
Some Common Mistakes.
Other Sources, Too!
11.What Can We Say?
Who Is Entitled to Test Information?
Communicating the Results.
High and Low.
Things to Keep in Mind.
Experts Still Needed.
Go Ahead and Try!
Glossary of Terms.
Selected Test Publishers.
Code of Professional Responsibilities in Educational Measurement.
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