Tests & measurement for people who (think they) hate tests & measurement
(Book)
Author:
Published:
Thousand Oaks, Calif. : SAGE Publications, [2006].
Format:
Book
Physical Desc:
xxiii, 371 pages : illustrations ; 27 cm
Status:
Description
"This book provides an overview of the many different facets of testing - including the design of tests, the use of tests, and some of the basic social, political, and legal issues that the process of testing involves. This text introduces students to advanced issues and explains why these topics are important. This book is an ideal textbook for undergraduate and graduate students in the social and behavioral sciences and education who are taking introductory testing and measurement courses. It is also an excellent supplement to general methods or statistics courses in which testing and measurement are key topics."--Jacket.
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Call Number
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LB3051 .S243 2006
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Language:
English
ISBN:
1412913632, 9781412913638, 1412913640, 9781412913645
Notes
Bibliography
Includes bibliographical references (page 357) and index.
Description
"This book provides an overview of the many different facets of testing - including the design of tests, the use of tests, and some of the basic social, political, and legal issues that the process of testing involves. This text introduces students to advanced issues and explains why these topics are important. This book is an ideal textbook for undergraduate and graduate students in the social and behavioral sciences and education who are taking introductory testing and measurement courses. It is also an excellent supplement to general methods or statistics courses in which testing and measurement are key topics."--Jacket.
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Citations
APA Citation (style guide)
Salkind, N. J. (2006). Tests & measurement for people who (think they) hate tests & measurement. Thousand Oaks, Calif., SAGE Publications.
Chicago / Turabian - Author Date Citation (style guide)Salkind, Neil J. 2006. Tests & Measurement for People Who (think They) Hate Tests & Measurement. Thousand Oaks, Calif., SAGE Publications.
Chicago / Turabian - Humanities Citation (style guide)Salkind, Neil J, Tests & Measurement for People Who (think They) Hate Tests & Measurement. Thousand Oaks, Calif., SAGE Publications, 2006.
MLA Citation (style guide)Salkind, Neil J. Tests & Measurement for People Who (think They) Hate Tests & Measurement. Thousand Oaks, Calif., SAGE Publications, 2006.
Note! Citation formats are based on standards as of July 2022. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
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Grouped Work ID:
b6bb7e34-1397-28a7-5a2c-8c0e8c91988a
Record Information
| Last Sierra Extract Time | Mar 24, 2024 06:54:56 AM |
|---|---|
| Last File Modification Time | Mar 24, 2024 06:55:14 AM |
| Last Grouped Work Modification Time | Mar 24, 2024 06:55:02 AM |
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| 100 | 1 | |a Salkind, Neil J.|0 https://id.loc.gov/authorities/names/n83210051 | |
| 245 | 1 | 0 | |a Tests & measurement for people who (think they) hate tests & measurement /|c Neil J. Salkind. |
| 246 | 3 | |a Tests and measurement for people who (think they) hate tests and measurement | |
| 264 | 1 | |a Thousand Oaks, Calif. :|b SAGE Publications,|c [2006] | |
| 264 | 4 | |c ©2006 | |
| 300 | |a xxiii, 371 pages :|b illustrations ;|c 27 cm | ||
| 336 | |a text|b txt|2 rdacontent | ||
| 337 | |a unmediated|b n|2 rdamedia | ||
| 338 | |a volume|b nc|2 rdacarrier | ||
| 504 | |a Includes bibliographical references (page 357) and index. | ||
| 505 | 0 | |a pt. I. In the beginning ... 1. Why me-asurement? : an introduction -- A five-minute history of testing -- So, why test and measurement? -- What we test -- Why we test -- Some important reminders -- What am I doing in a tests and measurement class? -- Ten ways to use this book (and learn about tests and measurement at the same time!) -- About those icons -- The famous difficulty index -- Glossary -- Summary -- Time to practice. | |
| 505 | 0 | |a pt. II. The psychology of psychometrics -- 2. One potato, two potatoes ... levels of measurement and their importance -- First things first -- The four horsemen (or levels) of measurement -- The nominal level of measurement -- The ordinal level of measurement -- The interval level of measurement -- The ratio level of measurement -- A summary : how levels of measurement differ -- OK, so what's the lesson here? -- The final word(s) -- Summary -- Time to practice -- Answers to practice questions -- What to know more? -- Further readings -- And on the Internet -- 3. Getting it right every time : reliability and its importance -- Test scores : truth or dare -- Getting conceptual -- If you know about rxy, skip this section ... -- Different flavors of reliability -- Test-retest reliability -- Parallel forms reliability -- Internal consistency reliability -- Interrater reliability -- How big is big? : interpreting reliability coefficients -- And if you can't establish reliability ... then what? -- Just one more thing (and it's a big one) -- Summary -- Time to practice -- Answers to practice questions -- What to know more? -- Further readings -- And on the Internet -- 4. The truth, the whole truth, and nothing but the truth : validity and its importance -- A bit more about the truth -- Reliability and validity : very close cousins -- Different types of validity -- Content validity -- Criterion validity -- Construct validity -- And if you can't establish validity ... then what? -- A last friendly word -- Summary -- Time to practice -- Answers to practice questions -- What to know more? -- Further readings -- And on the Internet -- 5. Welcome to Lake Woebegone, where all the children are above average : norms and percentiles -- The basics : raw (scores) to the bone! -- Percentiles or percentile ranks -- Percentiles : the sequel -- What's to love about percentiles -- What's not to love about percentiles -- Stanines (or stanine scores) -- What's lo love about stanines -- What's not to love about stanines -- The standard (fare) scores -- Our favorite standard score : the z score -- Normalized standard scores -- T scores to the rescue -- Standing on your own : criterion-referenced tests -- The standard error of measurement -- What the SEM means -- Summary -- Time to practice -- Answers to practice questions -- What to know more? -- Further readings -- And on the Internet. | |
| 505 | 0 | |a pt. III. The Tao and how of testing -- 6. Short answer and completion items : Baskin Robbins® has __ flavors -- When we use 'em and what they look like -- How to write 'em : the guidelines -- The good and the bad -- Why completion and short answer items are good -- Why completion and short answer items are not so good -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 7. Essay items : hope you can write -- When we use 'em and what they look like -- How to write essay items : the guidelines -- The good and the bad -- Why essay items are good -- Why essay items are not so good -- How to score essay items -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 8. Multiple-choice items : always pick answer C and you'll be right about 25% of the time -- When we use 'em and what they look like -- Multiple-choice anatomy 101 -- How to write multiple-choice items : the guidelines -- The good and the bad -- Why multiple-choice items are good -- Why multiple-choice items are not so good -- Analyzing multiple-choice items -- Computing the difficulty index -- Computing the discrimination index -- How the difficulty and discrimination index get along : quite well, thank you -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 9. Matchmaker, matchmaker, make me a match : matching items -- When we use 'em and what they look like -- How to write 'em : the guidelines -- The good and the bad -- Why matching items are good -- Why matching items are not so good -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 10. True-false tests : T or F? : I passed my first measurement test -- What we use 'em for -- How to write 'em : the guidelines -- The good and the bad -- Why true-false items are good -- The true-false items are not so good -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 11. Portfolios : seeing the big picture -- What portfolios are and how they work -- What's a good portfolio? -- How portfolios work -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 12. So, tell me about your childhood : interesting interviews -- When we use 'em and what they look like -- Interviews : a flavor for everyone -- How to do 'em : the guidelines -- The good and the bad -- Why interview items are good -- Why interview items are not so good -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet. | |
| 505 | 0 | |a pt. IV. What to test and how to test it -- 13. Achievement tests : who really discovered America? -- What achievement tests do -- How achievement tests differ from one another -- Teacher (or researcher) made versus standardized achievement tests -- Group versus individual achievement tests -- Criterion- versus norm-referenced -- How to do it : the ABCs of creating a standardized test -- The amazing table of specifications -- What they are : a sampling of achievement tests and what they do -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 14. Personality tests : type A, type B, or type C? -- What personality tests are and how they work -- Objective or projective : you tell me -- Developing personality tests -- Using content and theory -- Using a criterion group -- Using factor analysis -- Using personality theory -- What they are : a sampling of personality tests and what they do -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 15. Aptitude tests : what's in store for me? -- What aptitude tests do -- How to do it : the ABCs of creating an aptitude test -- Types of aptitude tests -- Mechanical aptitude tests -- Artistic aptitude tests -- Readiness aptitude tests -- Clerical aptitude tests -- Some of the big ones -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 16. Intelligence tests : that Rubik's cube is driving me nuts -- The ABCs of intelligence -- The big "g" -- More than just the big "g" : the multiple factor approach -- The three-way deal -- Way more than one type of intelligence : Howard Gardner's multiple intelligences -- Emotional intelligence : a really different idea -- From the beginning : (almost) all about the Stanford-Binet intelligence scale -- A bit of history -- What's the score? -- Administering the Stanford-Binet (and other tests of intelligence) -- And the fab five are ... -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 17. Career choices : so you want to be a what? -- What career development tests do -- Let's get started : the strong interest inventory -- John Holland and the self-directed search (SDS) -- Some major caveats : career counseling 101 -- Five career tests -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet. | |
| 505 | 0 | |a pt. V. It's not always as you think : issues in tests and measurements -- 18. Test bias : fair for everyone? -- The $64,000 question : what is test bias? -- Test bias or test fairness? -- Moving toward fair tests : the FairTest movement -- Models of test bias -- The difference-difference bias -- Item by item -- On the face of things -- The Cleary model -- Playing fair -- Where it all started : test differences between black and white American children -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 19. The law, testing, and ethics : No Child (should be) Left Behind and other concerns -- No Child Left Behind or NCLB : what it is and how it works -- How testing fits in -- What's assessed and how -- What's the big deal about NCLB? -- The Education For All Handicapped Children Act and the Individuals with Disabilities Education Act : what they are and how they work -- What IDEA does -- The truth in testing law : high-stakes testing -- Family Educational Rights and Privacy Act, or FERPA : what it is and how it works -- Ethics and assessment : 10 things to remember -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- Appendixes -- Appendix A. Your tests and measurement toolkit -- Appendix B. The guide to (almost) every test in the universe -- Glossary. | |
| 520 | 1 | |a "This book provides an overview of the many different facets of testing - including the design of tests, the use of tests, and some of the basic social, political, and legal issues that the process of testing involves. This text introduces students to advanced issues and explains why these topics are important. This book is an ideal textbook for undergraduate and graduate students in the social and behavioral sciences and education who are taking introductory testing and measurement courses. It is also an excellent supplement to general methods or statistics courses in which testing and measurement are key topics."--Jacket. | |
| 650 | 0 | |a Educational tests and measurements.|0 https://id.loc.gov/authorities/subjects/sh85041154 | |
| 650 | 0 | 2 | |a Psychological Tests.|0 https://id.nlm.nih.gov/mesh/D011581 |
| 650 | 0 | 2 | |a Research Design.|0 https://id.nlm.nih.gov/mesh/D012107 |
| 650 | 6 | |a Tests et mesures en éducation. | |
| 650 | 7 | |a Educational tests and measurements.|2 fast|0 (OCoLC)fst00903660 | |
| 650 | 7 | |a Schulleistungsmessung.|2 gnd|0 (DE-588)4077202-0 | |
| 650 | 7 | |a Schulleistungstest.|2 gnd|0 (DE-588)4077203-2 | |
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| 650 | 0 | 7 | |a Schulleistungstest.|2 swd |
| 655 | 0 | 2 | |a Statistics.|0 https://id.nlm.nih.gov/mesh/D020500 |
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| 856 | 4 | 2 | |3 Publisher description|u http://catdir.loc.gov/catdir/enhancements/fy0657/2005008155-d.html |
| 856 | 4 | 2 | |3 The James Hosmer Penniman Book Fund Home Page|u http://hdl.library.upenn.edu/1017.12/366263 |
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