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E-raamat: Understanding Test and Exam Results Statistically: An Essential Guide for Teachers and School Leaders

  • Formaat: PDF+DRM
  • Sari: Springer Texts in Education
  • Ilmumisaeg: 09-Aug-2016
  • Kirjastus: Springer Verlag, Singapore
  • Keel: eng
  • ISBN-13: 9789811015816
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Understanding Test and Exam Results Statistically: An Essential Guide for Teachers and School LeadersSuurem pilt
  • Formaat: PDF+DRM
  • Sari: Springer Texts in Education
  • Ilmumisaeg: 09-Aug-2016
  • Kirjastus: Springer Verlag, Singapore
  • Keel: eng
  • ISBN-13: 9789811015816
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This book shares the goal of the classic text How to Lie with Statistics, namely, preventing and correcting statistical misconceptions that are common among practitioners, though its focus is on the educational context. It illustrates and discusses the essentials of educational statistics that will help educational practitioners to do this part of their job properly, i.e., without making conceptual mistakes. The examples are cast in the school/classroom contexts, based on realistic rather than theoretical examples.

The strongest aspect of the work or authors view is that the author can put himself in the shoes of teachers and make the work a very practical guide for teachers and school leaders. As a very experienced educator and researcher, the author knows very well about the knowledge skills that are essential for the professional development of teachers. He is able to explain the statistical and measurement concepts in plain language and with examples that are highly relevant to the target audience. In addition, the author also conveyed an important message to the target audience throughout the work by pointing out the mistakes and misunderstandings of the interpretation of test scores and measurement design. The author reminds the audience about the importance of proper use of tests and test scores when teachers and school leaders make any education decisions, which has much implication on the professional integrity of teachers and school leaders.

Dr. Joyce Kwan, The Education University of Hong Kong, Hong Kong

This book covers all the statistical tools for analyzing educational data and provides examples to explain the ideas. Chapters 10-17 are practical data analysis in educational data that helps readers have a better understanding of the procedure to analyze the data.

Dr. Alpha Ling, The Education University of Hong Kong, Hong Kong

It looks like a very interesting book with attractive topics and practical problems in educational statistics. Though the topics remind me of the classic book How to Lie with Statistics, this book aims at preventing and correcting statistical misconceptions in educational context.





Dr. Zhu Ying, National Institute of Education, Nanyang Technological University, Singapore

Muu info

"The strongest aspect of the work or author's view is that the author can put himself in the shoes of teachers and make the work a very practical guide for teachers and school leaders. As a very experienced educator and researcher, the author knows very well about the knowledge skills that are essential for the professional development of teachers. He is able to explain the statistical and measurement concepts in plain language and with examples that are highly relevant to the target audience. In addition, the author also conveyed an important message to the target audience throughout the work... by pointing out the mistakes and misunderstandings of the interpretation of test scores and measurement design. The author reminds the audience about the importance of proper use of tests and test scores when teachers and school leaders make any education decisions, which has much implication on the professional integrity of teachers and school leaders." (Dr. Joyce Kwan, The Education University of Hong Kong, Hong Kong) "This book covers all the statistical tools for analyzing educational data and provides examples to explain the ideas. Chapters 10-17 are practical data analysis in educational data that helps readers have a better understanding of the procedure to analyze the data." (Dr. Alpha Ling, The Education University of Hong Kong, Hong Kong) "It looks like a very interesting book with attractive topics and practical problems in educational statistics. Though the topics remind me of the classic book How to Lie with Statistics, this book aims at preventing and correcting statistical misconceptions in educational context." (Dr. Zhu Ying, National Institute of Education, Nanyang Technological University, Singapore)
Part I Statistical Interpretation of Test/Exam Results
1 On Average: How Good Are They?
3(6)
1.1 Average Is Attractive and Powerful
3(1)
1.2 Is Average a Good Indictor?
4(1)
1.2.1 Average of Marks
4(1)
1.2.2 Average of Ratings
4(1)
1.3 Two Meanings of Average
5(1)
1.4 Other Averages
6(1)
1.5 Additional Information Is Needed
7(1)
1.6 The Painful Truth of Average
8(1)
2 On Percentage: How Much Are There?
9(6)
2.1 Predicting with Non-perfect Certainty
9(2)
2.2 Danger in Combining Percentages
11(1)
2.3 Watch Out for the Base
12(1)
2.4 What Is in a Percentage?
13(1)
2.5 Just Think About This
13(2)
Reference
13(2)
3 On Standard Deviation: How Different Are They?
15(10)
3.1 First, Just Deviation
15(1)
3.2 Next, Standard
16(1)
3.3 Discrepancy in Computer Outputs
17(1)
3.4 Another Use of the SD
18(1)
3.5 Standardized Scores
18(2)
3.6 Scores Are not at the Same Type of Measurement
20(2)
3.7 A Caution
22(3)
Reference
23(2)
4 On Difference: Is that Big Enough?
25(10)
4.1 Meaningless Comparisons
25(1)
4.2 Meaningful Comparison
26(1)
4.3 Effect Size: Another Use the SD
27(2)
4.4 Substantive Meaning and Spurious Precision
29(1)
4.5 Multiple Comparison
30(1)
4.6 Common but Unwarranted Comparisons
31(4)
References
33(2)
5 On Correlation: What Is Between Them?
35(12)
5.1 Correlations: Foundation of Education Systems
35(1)
5.2 Correlations Among Subjects
36(1)
5.3 Calculation of Correlation Coefficients
37(3)
5.4 Interpretation of Correlation
40(1)
5.5 Causal Direction
41(3)
5.6 Cautions
44(1)
5.7 Conclusion
45(2)
Reference
45(2)
6 On Regression: How Much Does It Depend?
47(4)
6.1 Meanings of Regression
47(1)
6.2 Uses of Regression
48(1)
6.3 Procedure of Regression
49(1)
6.4 Cautions
50(1)
7 On Multiple Regression: What Is the Future?
51(6)
7.1 One Use of Multiple Regression
51(2)
7.2 Predictive Power of Predictors
53(1)
7.3 Another Use of Multiple Regression
53(1)
7.4 R-Square and Adjusted R-Square
54(1)
7.5 Cautions
55(1)
7.6 Concluding Note
56(1)
References
56(1)
8 On Ranking: Who Is the Fairest of Them All?
57(8)
8.1 Where Does Singapore Stand in the World?
57(2)
8.2 Ranking in Education
59(2)
8.3 Is There a Real Difference?
61(1)
8.4 Forced Ranking/Distribution
61(1)
8.5 Combined Scores for Ranking
62(1)
8.6 Conclusion
63(2)
9 On Association: Are They Independent?
65(10)
9.1 A Simplest Case: 2 × 2 Contingency Table
65(2)
9.2 A More Complex Case: 2 × 4 Contingency Table
67(1)
9.3 Even More Complex Case
68(2)
9.4 If the Worse Come to the Worse
70(1)
9.5 End Note
71(4)
References
71(4)
Part II Measurement Involving Statistics
10 On Measurement Error: How Much Can We Trust Test Scores?
75(8)
10.1 An Experiment in Marking
76(2)
10.2 A Score (Mark) Is not a Point
78(1)
10.3 Minimizing Measurement Error
79(1)
10.4 Does Banding Help?
80(3)
Reference
81(2)
11 On Grades and Marks: How not to Get Confused?
83(8)
11.1 Same Label, Many Numbers
83(1)
11.2 Two Kinds of Numbers
84(1)
11.3 From Labels to Numbers
85(2)
11.4 Possible Alternatives
87(1)
11.5 Quantifying Written Answers
88(1)
11.6 Still Confused?
89(2)
Reference
89(2)
12 On Tests: How Well Do They Serve?
91(6)
12.1 Summative Tests
91(2)
12.2 Selection Tests
93(1)
12.3 Formative Tests
94(1)
12.4 Diagnostic Tests
95(1)
12.5 Summing up
96(1)
References
96(1)
13 On Item-Analysis: How Effective Are the Items?
97(8)
13.1 Facility
98(2)
13.2 Discrimination
100(1)
13.3 Options Analysis
100(1)
13.4 Follow-up
101(1)
13.5 Post-assessment Analysis
102(1)
13.6 Concluding Note
103(2)
Reference
103(2)
14 On Reliability: Are the Scores Stable?
105(6)
14.1 Meaning of Reliability
105(1)
14.2 Factors Affecting Reliability
106(1)
14.3 Checking Reliability
107(3)
14.3.1 Internal Consistency
107(2)
14.3.2 Split-Half Reliability
109(1)
14.3.3 Test-Retest Reliability
109(1)
14.3.4 Parallel-Forms Reliability
109(1)
14.4 Which Reliability and How Good Should It Be?
110(1)
15 On Validity: Are the Scores Relevant?
111(6)
15.1 Meaning of Validity
111(4)
15.2 Relation Between Reliability and Validity
115(2)
Reference
116(1)
16 On Consequences: What Happens to the Students, Teachers, and Curriculum?
117(8)
16.1 Consequences to Students
117(3)
16.2 Consequences to Teachers
120(1)
16.3 Consequences to Curriculum
121(1)
16.4 Conclusion
122(3)
References
124(1)
17 On Above-Level Testing: What's Right and Wrong with It?
125(8)
17.1 Above-Level Testing in Singapore
126(1)
17.2 Assumed Benefits
127(1)
17.3 Probable (Undesirable) Consequences
127(2)
17.4 Statistical Perspective
129(2)
17.5 The Way Ahead
131(1)
17.6 Conclusion
132(1)
References
132(1)
18 On Fairness: Are Your Tests and Examinations Fair?
133(8)
18.1 Dimensions of Test Fairness
134(1)
18.2 Ensuring High Qualities
134(3)
18.3 Ensuring Test Fairness Through Item Fairness
137(4)
References
139(2)
Epilogue 141(2)
Appendix A A Test Analysis Report 143(6)
Appendix B A Note on the Calculation of Statistics 149
Appendix C Interesting and Useful Websites 153
Dr. Soh Kay Cheng graduated with Doctor of Philosophy (Education), National University of Singapore, and Master of Education (Educational Psychology), University of Manchester. He was Head, Centre for Applied Research in Education, National Institute of Education of Singapore. He served as a consultant to many organizations such as Ministry of Education, Singapore Centre for Chinese Language, and Educational Bureau, Hong Kong SAR.
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