Measurement and Statistics for Teachers

Van Blerkom, Malcolm

ISBN 10: 0805864571 / ISBN 13: 9780805864571

Published by Routledge (edition 1), 2008

About this Item

It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Seller Inventory # 0805864571-11-1

Bibliographic Details

• Title: Measurement and Statistics for Teachers
• Publisher: Routledge (edition 1)
• Publication Date: 2008
• Language: English
• ISBN 10: 0805864571
• ISBN 13: 9780805864571
• Binding: Paperback
• Edition: 1.
• Condition: Very Good

About this title

Synopsis

Written in a student-friendly style, Measurement and Statistics for Teachers shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics. The second part of the text provides more complete coverage of basic descriptive statistics and their use in the classroom than in any text now available.

Comprehensive and accessible, Measurement and Statistics for Teachers includes:

• Short vignettes showing concepts in action
• Numerous classroom examples
• Highlighted vocabulary
• Boxes summarizing related concepts
• End-of-chapter exercises and problems
• Six full chapters devoted to the essential topic of Classroom Tests
• Instruction on how to carry out informal assessments, performance assessments, and portfolio assessments, and how to use and interpret standardized tests
• A five-chapter section on Descriptive Statistics, giving instructors the option of more thoroughly teaching basic measurement constructs such as validity, reliability, and score reporting

About the Author

Malcolm Van Blerkom has been teaching various college courses in Psychology and Educational Psychology for the past 28 years, and is currently at the University of Pittsburgh at Johnstown. He has also published research on topics as varied as cognitive styles, class attendance, and study strategies.