"The fifth edition of Educational Measurement represents the first version of this volume produced solely by the National Council on Educational Measurement. This volume, like the previous four editions, provides cutting-edge research and guidance on allmajor topics in the field of measurement science, with chapters written by acknowledged experts in their respective fields. Edited by Linda L. Cook and Mary J. Pitoniak, the volume is focused on the traditional Educational Measurement audience-those withadvanced degrees in the science of measurement, including academics, researchers, and graduate students-but is also accessible and of use to scholars with advanced degrees in related fields and to those who set policy or make decisions that impact the use of educational measurement. The fifth edition contains 21 chapters separated into four parts. Part I provides a framing chapter for the volume, as well as chapters on the history and social context of educational measurement. Part II addresses the important topics of validity, reliability, and fairness theory and concepts. Part III includes new theories and technical advances in topics such as technology-based assessment; scaling, equating, and linking; test administration and scoring; standard setting;modeling educational assessment data; score reporting; fairness and accessibility; and designing and developing assessments. Part IV includes chapters on assessment to inform instruction and learning, test-based accountability in K-12 testing, testing inhigher education, licensing and certification assessment, testing of interpersonal and intrapersonal skills, and large-scale assessment in international contexts. Part V provides an extensive discussion on the nature of measurement"--
The fifth edition of Educational Measurement represents the first version of this volume produced solely by the National Council on Educational Measurement (NCME). This volume, like the previous four editions, provides cutting edge research and guidance on all major topics in the field of measurement science, with chapters written by acknowledged experts in their respective fields.
Edited by Linda L. Cook and Mary J. Pitoniak, this edition contains 22 chapters separated into four parts. Part I provides a framing chapter for the volume, as well as chapters on the history and the social context of educational measurement. Part II addresses the important topics of validity, reliability, and fairness theory and concepts. Part III includes new theories and technical advances in topics such as technology-based assessment; scaling, equating and linking; test administration and scoring; standard setting; modeling educational assessment data; score reporting; fairness and accessibility; and designing and developing assessments. Part IV includes chapters on assessment to inform instruction and learning; test-based accountability in K-12 testing; testing in higher education; licensing and certification assessment; testing of interpersonal and intrapersonal skills; and large-scale assessment in international contexts. Part V provides an extensive discussion on the nature of measurement.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 license. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations.
The fifth edition of Educational Measurement is a comprehensive handbook and textbook on the theories and techniques of the science of educational measurement. It contains 22 chapters written by the leading scholars in educational measurement in the US. Some chapters contain discussions of cutting edge research, others document advancements in technology; still others address issues related to the use of educational measurement to further the educational goals of a diverse and complex society.
List of Tables
List of Figures
Foreword
Acknowledgments
Contributor List
Part I: Setting the Context
1. Factors Influencing Education and Educational Measurement
Linda L. Cook and Mary J. Pitoniak:
2. The History of Educational Measurement
Brian E. Clauser, Jerome C. Clauser, and Amanda L. Clauser:
3. The Sociocultural Context of Educational Assessment
Kadriye Ercikan and Guillermo Solano-Flores:
Part II: Foundational Concepts
4. Validity and Validation
Suzanne Lane and Scott F. Marion:
5. Reliability in Educational Measurement
Won-Chan Lee and Deborah J. Harris:
6. Fairness in Educational Measurement: Theory and Concepts
Rebecca Zwick:
Part III: Developing, Administering, and Scoring Assessments
7. Designing and Developing Educational Assessments
Kristen Huff, Paul Nichols, and M. Christina Schneider:
8. Test Administration and Scoring
Mark D. Shermis, Allan S. Cohen, and Jordan M. Wheeler:
9. Technology-Based Assessment: Validity, Modeling, and Analysis Issues
Randy E. Bennett, Michelle LaMar, and John Mazzeo:
10. Modeling Data from Educational Assessments
Li Cai, Mark Hansen, Minjeong Jeon, and Michael C. Edwards:
11. Scaling, Equating, and Linking
Tim Moses:
12. Standard Setting: A Cognitive and Social Model
Steve Ferrara, Susan Davis-Becker, Priya Kannan, and Katherine Reynolds:
13. Reporting Scores and Other Results
April L. Zenisky, Francis O'Donnell, and Ronald K. Hambleton:
14. Realizing Fairness Through Accessibility for All Test Takers and for
Specific Groups
Michael C. Rodriguez and Martha L. Thurlow:
Part IV: Specific Applications of Assessment
15. Assessment to Inform Instruction and Learning
Susan M. Brookhart and Charlie DePascale:
16. Test-Based Accountability in KDL12 Education
Andrew D. Ho and Morgan S. Polikoff:
17. Assessment for Admission, Placement, and Outcomes in Higher Education
Wayne J. Camara, O. Lydia Liu, and Krista Mattern:
18. Assessment for Licensing and Certification
Melissa J. Margolis, Rebecca S. Lipner, and Chad W. Buckendahl:
19. Assessment of Social-Emotional, Soft, Character, Behavioral, and
Intrapersonal and Interpersonal Skills
Patrick C. Kyllonen and Jiyun Zu:
20. Large-Scale Assessments in International Contexts
Henry I. Braun and Irwin Kirsch:
Part V: Measurement As a Science
21. On the Nature of Measurement
Derek C. Briggs, Andrew Maul, and Joshua A. McGrane:
Linda L. Cook graduated from the University of Massachusetts with a doctorate in Psychometric and Evaluative Research. She was employed at ETS for 32 years. During her employment at ETS she served in several roles including Executive Director, Admissions and Guidance Programs, Vice President, Assessment Division, and Director of the Center for Validity Research. Her professional activities included President of NCME, Vice President of AERA Division D, Chair, Management Committee to revise the Joint Standards, and Member of the Technical Committee to revise the Joint Standards. She received the NCME 2017 award for Career Contributions to Educational Measurement.
Mary J. Pitoniak received an MS and PhD in Educational Psychology and Psychometric Methods from the University of Massachusetts Amherst, and an A.B. in Psychology (summa cum laude, Highest Honors) from Smith College. She is an Executive Director at ETS and oversees audits of testing programs to the ETS Standards for Quality and Fairness. She also directs the activities of the NAEP technical advisory committee and has conducted NAEP-specific research. In addition she consults with education officials in other countries about issues related to assessment. She has served as the President of IAEA and Vice President of AERA Division D.
