For Classroom Assessment and Test and Measurement courses in Education Departments
For years, this outstanding, classic text has been the market leader for courses in Classroom Assessment and Tests and Measurement. In a presentation that assumes no previous knowledge of assessment or measurement, the text provides crystal clear step-by-step instruction on such topics as constructing test questions, aligning assessment with learning goals, and interpreting standardized tests. Providing readers with an understanding of the role of assessment in the instructional process, the book helps students learn how to construct effective test questions that are aligned with learning outcomes, evaluate published tests, and properly interpret scores of standardized tests. Measurement and Assessment in Teaching, eleventh edition, introduces the elements of measurement and assessment that are essential to good teaching, once again paving the way for future educators.
Highlights of the New Edition include:
- Objectives that clarify what should be learned from each chapter
- A discussion of the role of the Common Core Standards (Chapters 1, 3, and 4)
- Strategies to align tests with content standards (Chapter 4)
- Increased coverage on effective uses of formative assessment (Chapter 2)
- Presentation of Webb’s Depth of Knowledge Framework as a system for test planning (Chapter 3)
- Inclusion of multiple methods used to examine the fairness of tests for multiple populations (Chapter 4)
- Updated information on standardized achievement and aptitude tests (Chapters 16 and 17)
|Edition description:||New Edition|
|Product dimensions:||7.40(w) x 9.20(h) x 0.90(d)|
About the Author
M. David Miller has been working in the field of assessment and evaluation for more than 25 years. He is a Professor in Research Methods and Evaluation at the University of Florida. He is also the Director of the Collaborative Assessment and Program Evaluation Services, which conducts evaluation and assessments of public school programs and NSF grants at the UF. As part of this work, he is also the Director of the University of Florida’s Quality Enhancement Plan, which is looking at ways to prepare undergraduates to compete in an international environment. He has also been a co-Director of a state K-12 assessment program and was the data analyst for the Second International Mathematics Study.
Robert L. Linn is a Distinguished Professor emeritus of Education at the University of Colorado at Boulder. He is a member of the National Academy of Education and Lifetime National associate of the National Academies. He is a former President of the Division of Evaluation and Measurement of the American Psychological Association, former President of the National Council on Measurement in Education, former Vice President of the American Educational Research Association for the Division of Measurement and Research methodology, and former President of the American Educational Research Association. He is widely published in educational measurement and has received several awards, including the ETS Award for Distinguished Service to Measurement, the E. L. Thorndike Award, the E. F. Lindquist Award, the National Council on Measurement in Education Career Award, and the American Educational Research Association Award for Distinguished Contributions to Educational Research.
Table of Contents
Measurement and Assessment in Teaching
By M. David Miller and Robert Linn
Part I: The Measurement and Assessment Process
Chapter 1: Educational Testing and Assessment: Context, Issues, and Trends
Chapter 2: The Role of Measurement and Assessment in Teaching
Chapter 3: Instructional Goals and Objectives: Foundation for Assessment
Chapter 4: Validity
Chapter 5: Reliability and Other Desired Characteristics
Part II: Classroom Tests and Assessments
Chapter 6: Planning Classroom Tests and Assessments
Chapter 7: Constructing Objective Test Items: Simple Forms
Chapter 8: Constructing Objective Test Items: Multiple Choice Forms
Chapter 9: Measuring Complex Achievement: The Interpretive Exercise
Chapter 10: Measuring Complex Achievement: Essay Questions
Chapter 11: Measuring Complex Achievement: Performance-Based Assessments
Chapter 12: Portfolios
Chapter 13: Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report
Chapter 14: Assembling, Administering, and Appraising Classroom Tests and Assessments
Chapter 15: Grading and Reporting
Part III: Selecting and Using Published Tests
Chapter 16: Achievement Tests
Chapter 17: Aptitude Tests
Chapter 18: Test Selection, Administration, and Use
Chapter 19: Interpreting Test Scores and Norms
Appendix A: Taxonomy of Educational Objectives
Appendix B: Content Standards
Appendix C: Elementary Statistics
Appendix D: Relating Assessment Procedures to Instructional Objectives
Appendix E: Selected Published Tests
Appendix F: Test Publishers
Appendix G: Standards for Teacher Competence in Educational Assessment of Students
Appendix H: Professional Journals for Locating Measurement and Assessment Articles
The eighth edition has been substantially revised to reflect major changes that have occurred in educational testing and assessment since the last edition. Some of the more significant changes include (1) the introduction of a new chapter (Chapter 12) on the use of student work portfolios for purposes of instruction, assessment, and communication with parents and others, (2) the introduction of materials in several chapters relating assessments to content and performance standards, (3) the reorganization of the chapters that start with an overview of the current assessment context and a discussion of issues and trends in Chapter 1, (4) the addition of references to Web sites where students can obtain examples and additional information about standards and assessments, (5) the expansion of the discussion of reliability and validity for standards-based assessments, (6) the expanded treatment of a range of performance-based assessment procedures, (7) the updating of material on published tests to reflect new editions and new approaches to assessment, and (8) the inclusion of the Standards for Teacher Competence in Educational Assessment of Students in Appendix D.
The book wasdesigned for the introductory course in educational measurement and assessment, at either the undergraduate or graduate level, and assumes no previous knowledge of measurement or statistics. The writing is direct, and numerous examples are used throughout the book to illustrate important concepts and approaches to testing and assessment. Statistical concepts are introduced only where necessary for understanding and discussion and then the emphasis is on interpretation rather than computation. A section on elementary statistics is provided in Appendix A for those who want to understand how to obtain the statistical results discussed.
As with earlier editions, the focus of the book is best described by a list of general learning outcomes that should result from its use:
- An understanding of the role of measurement and assessment in the instructional process.
- The ability to define instructional goals and objectives in ways that facilitate the construction of appropriate tests and assessments.
- An understanding of the concepts of validity and reliability and their role in the construction, selection, interpretation, and use of tests and assessments.
- The ability to construct classroom tests and assessments that measure a variety of learning outcomes, from simple to complex.
- The ability to obtain assessment information from classroom observations, peer appraisals, and self-reports.
- The ability to administer tests and assessments properly and to use their results effectively, with due regard to the necessary precautions.
- The ability to interpret test and assessment results properly, with full awareness of their meaning and the ever-present error of measurement.
- An understanding of both the potentialities and the limitations of the various test and assessment procedures used in the school.
- An understanding of how tests and assessments can contribute to effective marking and reporting system and to improved instructional decisions.
- The ability to interpret and use the results of published tests properly and to select the ones that are most appropriate for a given purpose.
- An understanding of trends and issues in the use of externally mandated tests and assessments.
These understandings and abilities are most likely to be attained when reading the book is supplemented by other experiences. In the Student Exercise Manual, available for use with this book, each chapter contains specific learning outcomes and numerous related test items and problems that are intended to help you understand and apply measurement concepts. The companion website offers additional opportunities to review and apply chapter content, and helps students explore measurement and assessment topics using the Internet. In addition, or instead, textbook reading can be accompanied by practical projects in construction of tests and assessments, in scoring and analysis of results, in selection of tests and other assessment procedures, and in the interpretation of test and assessment results. In any event, practical application of the material will enhance learning and contribute to competence in using measurement skills.
Our special thanks to the individuals who reviewed the seventh edition of the book: Susan M. Brookhart, Duquesne University; Donald J. Brown, California State University-Hayward; Jim Flaitz, University of Southwestern Louisiana; Betty E. Gridley, Ball State University; Carl J. Huberty, University of Georgia; Robert M. Jones, University of Houston-Clear Lake; Robert W. Lissitz, University of Maryland; Robert F. McMorris, SUNY at Albany; Stephanie Salzman, Idaho State University; Hoi Suen, Pennsylvania State University; and Kinnard White, University of North Carolina-Chapel Hill. We also appreciate the efforts of those who reviewed the draft revisions of this edition and provided many valuable suggestions: Jeff Beaudry, University of Southern Maine; Roger L. Briscoe, Indiana University of Pennsylvania; Susan M. Brookhart, Duquesne University; Jim Flaitz, University of Southwestern Louisiana; Robert W. Lissitz, University of Maryland; John E. McEneaney, Indiana University-South Bend; Tonya R. Moon, University of Virginia; Paul Nichols, University of Wisconsin-Milwaukee; Peggy Perkins, University of Nevada-Las Vegas; Patricia Pokay, Eastern Michigan University; and Glenn E. Snelbecker, Temple University.
We also thank the publishers who generously permitted use of their copyrighted materials. We are also grateful for the patience and support of our wives and for the valuable help of the Merrill editorial staff.