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E-raamat: Measurement and Statistics for Teachers

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Malcolm L. Van Blerkom (University of Pittsburgh at Johnstown, USA)

Formaat: 306 pages
Ilmumisaeg: 25-May-2017
Kirjastus: Routledge
Keel: eng
ISBN-13: 9781315464763

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Formaat: 306 pages
Ilmumisaeg: 25-May-2017
Kirjastus: Routledge
Keel: eng
ISBN-13: 9781315464763

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Measurement and Statistics for Teachers deftly combines descriptive statistics and measurement in the classroom into a student-friendly, practical volume. Based on a course taught by the author for the past 25 years, this book offers to undergraduate education students a clear account of the basic issues in measurement and details best practices for administering performance assessments, interpreting test scores, and evaluating student writing. This second edition includes updated pedagogical features, timely discussions of student assessment, and state standards (including NCLB), and an expanded focus that incorporates the needs of Early Childhood, Elementary, and Secondary teachers.

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Praise for the first edition:

"Contemporary students are certain to be among the most tested of any generation, something unlikely to change in the next few years. Consequently, Van Blerkoms discussion of measurement and statistical concepts makes good sense . . . discussing a variety of formal and informal testing issues. They will be helpful to educators and the interested public."

--CHOICE, August 2009, Vol. 46 No. 11

Preface

xvii

Acknowledgments

Part I: Measurement

(202)

Section I: Basic Issues of Measurement

(62)

1 Introduction to Measurement

(10)

Introduction

(1)

The Role of Measurement

(1)

Assessment, Measurement, and Evaluation

(2)

Assessment

(1)

Measurement

(1)

Evaluation

(1)

Formal vs. Informal Assessment

(1)

Classroom Assessment

(3)

Preliminary or Placement Assessment

(1)

Diagnostic Assessment

(1)

Formative Assessment

(1)

Summative Assessment

(1)

Maximum vs. Typical Performance Measures

(1)

Uses of Measurement

(1)

Summary

(1)

Exercises

(1)

Spotlight on the Classroom

(1)

Study Tips: Setting Effective Academic Goals

(2)

2 Frames of Reference: Interpreting Test Scores

(12)

Introduction

(1)

Four Frames of Reference

(6)

Ability-Referenced Interpretations

(1)

Growth-Referenced Interpretations

(2)

Norm-Referenced Interpretations

(1)

Criterion-Referenced Interpretations

(1)

A Comparison of Norm-Referenced and Criterion-Referenced Interpretations

(1)

Choosing a Frame of Reference for Assessment

(1)

Characteristics of Norm-Referenced and Criterion-Referenced Tests

(1)

Item Difficulty

(1)

Number of Items on the Test

(1)

Summary

(1)

Exercises

(1)

Spotlight on the Classroom

(1)

Study Tips: Time Management

(2)

3 Developing Objectives

(11)

Introduction

(1)

Standards

(1)

Planning by Using Goals and Objectives

(2)

Goals vs. Objectives

(2)

Benjamin Bloom's Taxonomy of Objectives

(2)

Knowledge-Level Objectives

(1)

Comprehension-Level Objectives

(1)

Application-Level Objectives

(1)

Analysis-Level Objectives

(1)

Synthesis-Level Objectives

(1)

Evaluation-Level Objectives

(1)

Robert Mager's Instructional Objectives

(1)

Norman Gronlund's Instructional Objectives

(1)

Robert Gagne's Learning Outcomes

(2)

Gagne's Categories

(1)

Using Objectives

(1)

Summary

(1)

Exercises

(1)

Spotlight on the Classroom

(1)

4 Reliability

(17)

Introduction

(1)

What is Reliability?

(4)

Theoretical Model of Reliability

(4)

Computing Reliability

(1)

Reliability and Validity

(1)

Estimating Reliability

(5)

Test-Retest Reliability

(1)

Alternate-Form Reliability

(1)

Internal Consistency Reliability

(3)

Interpreting Reliabilities

(1)

Improving Test Reliability

(2)

Reducing Subject Effects

(1)

Reducing Test Effects

(1)

Reducing Environmental Effects

(1)

Some Final Comments About Reliability

(1)

Summary

(1)

Exercises

(1)

Spotlight on the Classroom

(2)

5 Validity

(10)

Introduction

(1)

Perspectives on Validity

(7)

Content-Related Evidence of Validity

(3)

Criterion-Related Evidence of Validity

(2)

Construct-Related Evidence of Validity

(1)

Which Perspective is the Most Important?

(1)

Reliability and Validity

(1)

Summary

(1)

Exercises

(1)

Spotlight on the Classroom

(1)

Section II: Classroom Testing

(66)

6 Completion and Short-Answer Items

(9)

Introduction

(1)

Short-Answer Items

(1)

Advantages and Limitations of Short-Answer Items

(2)

Advantages

(1)

Limitations

(1)

Attributes Desired in Short-Answer Items

(3)

Evaluating Short-Answer Items

(1)

Summary

(1)

Exercises

(1)

Spotlight on the Classroom

(1)

7 Essay Items

(9)

Introduction

(1)

Advantages and Limitations of the Essay Format

(2)

Advantages

(1)

Limitations

(1)

Types of Essay Items

(1)

Scoring Essay Items

(2)

Holistic Scoring

(1)

Analytic Scoring

(1)

General Recommendations for Scoring Essay Answers

(1)

Attributes Desired in Essay Items

(1)

Evaluating Essay Items

(2)

Summary

(1)

Exercises

(1)

Spotlight on the Classroom

(1)

8 Multiple-Choice Items

(15)

Introduction

(1)

Advantages and Limitations of Multiple-Choice Items

(3)

Advantages

(2)

Limitations

(1)

Attributes Desired In Multiple-Choice items

(6)

Evaluating Multiple-Choice Items

(2)

Various Types of Multiple-Choice Items

(2)

Matching Items

(1)

Range-of-Values Items

(1)

Ranking Options

(1)

Interpretive Exercises

(1)

Number of Alternatives

(1)

Summary

(1)

Exercises

(1)

Spotlight on the Classroom

(1)

9 True-false Items (and Variations)

100

(11)

Introduction

100

(1)

Advantages and Limitations of True-false Items

100

(2)

Advantages

100

(1)

Limitations

101

(1)

Attributes of Good True-false Items

102

(3)

Evaluating True-false Items

105

(1)

Variations in the True-false Format

106

(3)

True-false With Correction

107

(1)

Embedded True-false Items

107

(1)

Sequential True-false Items

108

(1)

Checklists

108

(1)

Summary

109

(1)

Exercises

109

(1)

Spotlight on the Classroom

109

(2)

10 Producing and Administering Tests

111

(9)

Introduction

111

(1)

Designing a Test

111

(4)

Defining the Purpose of the Test

111

(1)

Deciding What to Cover on the Test

112

(1)

Choosing the Types of Items to Use

112

(1)

Choosing the Number of Items to Be Used

112

(1)

Choosing the Difficulty Level of the Items

113

(1)

Assuring Sufficient Accuracy

113

(2)

Producing a Test

115

(2)

Preparing the Items

115

(1)

Ordering the Items

115

(1)

Formatting the Test

116

(1)

Preparing Instructions

116

(1)

Proofreading

117

(1)

Administering the Test

117

(1)

Setting Up an Appropriate Testing Environment

117

(1)

Summary

118

(1)

Exercises

118

(1)

Spotlight on the Classroom

119

(1)

11 Analyzing Tests

120

(11)

Introduction

120

(1)

Test Analysis

120

(1)

Item Analysis

121

(6)

Item Difficulty

121

(1)

Item Discrimination

122

(2)

Distractor Analysis

124

(1)

Item Analysis Practice

125

(2)

The Stability of Item Analyses

127

(1)

Summary

127

(1)

Exercises

128

(1)

Spotlight on the Classroom

129

(2)

Section III: Alternative Assessment Techniques

131

(30)

12 Informal Assessments

133

(9)

Introduction

133

(1)

What is Informal Assessment?

133

(1)

Types of Informal Assessment

134

(1)

Informal Observations

134

(1)

Questions

134

(1)

Characteristics of Informal Assessment

135

(2)

Planning for Observations and Questions

137

(2)

Choosing Behaviors to Observe

138

(1)

The Validity Question

138

(1)

The Reliability Question

138

(1)

Techniques for Effective Informal Assessment

139

(1)

Planning Informal Assessment

139

(1)

Use Informal Assessment Frequently

139

(1)

Maintain Positive Interactions With Your Students

139

(1)

Use the Results of Informal Assessments to Alter Instruction

140

(1)

Summary

140

(1)

Exercises

140

(1)

Spotlight on the Classroom

141

(1)

13 Performance Assessments

142

(11)

Introduction

142

(1)

What are Performance Assessments?

142

(1)

Types of Performance Assessments

142

(2)

Process versus Product

143

(1)

Simulated versus Real Settings

143

(1)

Natural versus Structured Settings

143

(1)

When are Performance Assessments Appropriate to Use?

144

(1)

Advantages and Limitations of Performance Assessments

145

(1)

Advantages

145

(1)

Limitations

145

(1)

Planning and Developing Performance Assessments

146

(1)

Tie Assessments to Objectives

146

(1)

Measure Important Skills

146

(1)

Establish Precise Skills to Measure

146

(1)

Focus on Process or Product Only

147

(1)

Define the Tasks for the Students

147

(1)

Scoring Performance Assessments

147

(3)

Checklists

147

(1)

Rating Scales

148

(2)

Rubrics

150

(1)

Summary

151

(1)

Exercises

151

(1)

Spotlight on the Classroom

152

(1)

14 Portfolios

153

(8)

Introduction

153

(1)

What Makes Portfolios Distinctive?

153

(1)

Advantages and Limitations

154

(1)

Advantages

154

(1)

Limitations

154

(1)

Components of Portfolios

155

(1)

The List of Goals

155

(1)

Work Samples

156

(1)

Annotations

156

(1)

When is Portfolio Assessment the Most Effective?

156

(1)

Helping Students Develop Portfolios

157

(1)

Scoring Portfolios

157

(1)

The Future of Portfolio Assessment

158

(1)

Summary

158

(1)

Exercises

158

(1)

Spotlight on the Classroom

159

(2)

Section IV: Additional Measurement Issues

161

(42)

15 Teaching Students Test-Taking Skills

163

(8)

Introduction

163

(1)

General Test-Taking Strategies

163

(3)

Budgeting Time

164

(1)

Reading Directions

164

(1)

Reading Items Carefully

164

(1)

Checking Tests before Turning Them In

165

(1)

Test-Taking Strategies for Specific Test Formats

166

(2)

Strategies for Short-Answer Tests

166

(1)

Strategies for Essay Tests

166

(1)

Strategies for Multiple-Choice Tests

167

(1)

Strategies for True-false Tests

168

(1)

Familiarity with Testing Approaches

168

(1)

Approaches to Teaching Test-Taking Skills

169

(1)

Summary

169

(1)

Exercises

170

(1)

Spotlight on the Classroom

170

(1)

16 Standardized Tests

171

(15)

Introduction

171

(1)

General Characteristics of Standardized Tests

171

(3)

A Case Study in Developing a Standardized Test

171

(2)

Steps in Building a Standardized Test

173

(1)

Setting Interpretation Standards

173

(1)

Standardized Test Administration

173

(1)

Achievement Tests

174

(2)

Single-Subject-Area Achievement Tests

174

(1)

Survey Batteries

175

(1)

Diagnostic Tests

176

(1)

Reading Readiness Tests

177

(1)

Aptitude Tests

177

(3)

Individual Aptitude Tests

178

(1)

Group Aptitude Tests

179

(1)

Other Types of Standardized Tests

180

(1)

Using Standardized Tests Effectively in the Schools

181

(1)

Selecting Standardized Tests

181

(1)

Making Predictions Based on Test Scores

182

(1)

Using Standardized Tests Appropriately

182

(1)

The Effects of No Child Left Behind and Other Federal Mandates

182

(1)

Summary

183

(1)

Exercises

184

(1)

Spotlight on the Classroom

184

(2)

17 Alternative Ways to Report Test Scores

186

(19)

Introduction

186

(1)

Percentile Ranks

186

(2)

Standardized Scores

188

(4)

z-Scores

189

(1)

T-Scores

190

(1)

SAT Scores

191

(1)

Normalized Standard Scores

192

(2)

Normal Curve Equivalent Scores

193

(1)

Stanines

194

(1)

Grade Equivalent Scores

194

(1)

Building Confidence Intervals

195

(4)

Error Variance

195

(1)

Standard Error of Measurement

196

(1)

Using the SEM to Build Confidence Intervals

197

(1)

Factors Affecting the Width of a Confidence Interval

198

(1)

Summary

199

(1)

Exercises

199

(1)

Spotlight on the Classroom

200

(3)

Part II: Descriptive Statistics

203

(67)

18 The Language and Logic of Statistics

205

(11)

Introduction

205

(1)

Basic Language and Logic

205

(5)

Constants and Variables

205

(1)

Populations and Samples

206

(2)

Parameters and Statistics

208

(2)

Measurement Scales

210

(3)

Categorical Data

210

(1)

Ranked Data

210

(2)

Numerical Data

212

(1)

Discrete Data vs. Continuous Data

212

(1)

Summary

213

(1)

Exercises

213

(2)

Spotlight on the Classroom

215

(1)

Study Tips: How to Read a Measurement and Statistics Text

215

(1)

19 Frequency Distributions and Graphs

216

(15)

Introduction

216

(1)

Frequency Distributions

216

(5)

Frequencies

216

(2)

Proportion and Percentages

218

(2)

Grouped Frequency Distributions

220

(1)

Graphing Frequency Distributions

221

(4)

Bar Charts

222

(1)

Pie Charts

222

(1)

Histograms

223

(1)

Frequency Polygons

224

(1)

Forms of Frequency Distributions

225

(1)

Cumulative Frequency Distributions

226

(2)

Summary

228

(1)

Exercises

228

(1)

Spotlight on the Classroom

229

(1)

Study Tips: How to Take Notes in a Measurement and Statistics Class

230

(1)

20 Central Tendency: What Is a Typical Score?

231

(14)

Introduction

231

(1)

Measures of Central Tendency

231

(7)

Mode

231

(1)

Median

232

(4)

Mean

236

(2)

Deviation Scores

238

(1)

Characteristics of Central Tendency Measures

239

(3)

Stability of Central Tendency Measures

239

(1)

Uses of Central Tendency Measures

240

(1)

Central Tendency and Form

241

(1)

Summary

242

(1)

Exercises

242

(1)

Central Tendency

242

(1)

Spotlight on the Classroom

243

(1)

Study Tips: Learning Technical Terminology

243

(2)

21 Variability: How Spread Out Are the Scores?

245

(11)

Introduction

245

(1)

The Variability Question

245

(7)

Ranges

246

(1)

Variance and Standard Deviation

247

(5)

Summary

252

(1)

Exercises

253

(1)

Variability

253

(1)

Spotlight on the Classroom

254

(1)

Study Tips: How to Prepare for an Exam

255

(1)

22 Correlation

256

(14)

Introduction

256

(1)

Bivariate Statistics

256

(2)

z-Scores

258

(2)

Pearson Product-Moment Correlation Coefficient

260

(5)

Computational Formula for the PPMC

262

(3)

Correlation and Prediction

265

(1)

Summary

266

(1)

Exercises

266

(1)

Spotlight on the Classroom

267

(1)

Study Tips: How to Learn From an Exam

268

(2)

Appendix

270

(10)

References

280

(2)

Index

282

Malcolm L. Van Blerkom is Associate Professor of Educational Psychology and former Chairman of the Division of Education at the University of Pittsburgh at Johnstown, USA.

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