Designed for an introductory course in educational measurement and assessment, at either the undergraduate or graduate level. Assumes no previous knowledge of measurement of statistics. DLC: Educational tests and measurements.
Measurement and Assessment in Teaching, Eighth Edition, is intended to introduce the classroom teacher and prospective teacher to those elements of measurement and assessment that are essential to good teaching. The main theme throughout the book is that the assessment of learning plays an important role in the instructional process and that its effectiveness depends largely on the ability to construct and select tests and assessments that provide valid measures of learning outcomes.
The eighth edition has been substantially revised to reflect major changes that have occurred in educational testing and assessment since the last edition. Some of the more significant changes include (1) the introduction of a new chapter (Chapter 12) on the use of student work portfolios for purposes of instruction, assessment, and communication with parents and others, (2) the introduction of materials in several chapters relating assessments to content and performance standards, (3) the reorganization of the chapters that start with an overview of the current assessment context and a discussion of issues and trends in Chapter 1, (4) the addition of references to Web sites where students can obtain examples and additional information about standards and assessments, (5) the expansion of the discussion of reliability and validity for standards-based assessments, (6) the expanded treatment of a range of performance-based assessment procedures, (7) the updating of material on published tests to reflect new editions and new approaches to assessment, and (8) the inclusion of the Standards for Teacher Competence in Educational Assessment of Students in Appendix D.
The book was designed for the introductory course in educational measurement and assessment, at either the undergraduate or graduate level, and assumes no previous knowledge of measurement or statistics. The writing is direct, and numerous examples are used throughout the book to illustrate important concepts and approaches to testing and assessment. Statistical concepts are introduced only where necessary for understanding and discussion and then the emphasis is on interpretation rather than computation. A section on elementary statistics is provided in Appendix A for those who want to understand how to obtain the statistical results discussed.
As with earlier editions, the focus of the book is best described by a list of general learning outcomes that should result from its use:
* An understanding of the role of measurement and assessment in the instructional process.
* The ability to define instructional goals and objectives in ways that facilitate the construction of appropriate tests and assessments.
* An understanding of the concepts of validity and reliability and their role in the construction, selection, interpretation, and use of tests and assessments.
* The ability to construct classroom tests and assessments that measure a variety of learning outcomes, from simple to complex.
* The ability to obtain assessment information from classroom observations, peer appraisals, and self-reports.
* The ability to administer tests and assessments properly and to use their results effectively, with due regard to the necessary precautions.
* The ability to interpret test and assessment results properly, with full awareness of their meaning and the ever-present error of measurement.
* An understanding of both the potentialities and the limitations of the various test and assessment procedures used in the school.
* An understanding of how tests and assessments can contribute to effective marking and reporting system and to improved instructional decisions.
* The ability to interpret and use the results of published tests properly and to select the ones that are most appropriate for a given purpose.
* An understanding of trends and issues in the use of externally mandated tests and assessments.
These understandings and abilities are most likely to be attained when reading the book is supplemented by other experiences. In the Student Exercise Manual, available for use with this book, each chapter contains specific learning outcomes and numerous related test items and problems that are intended to help you understand and apply measurement concepts. The companion website, located at prenhall/linn, offers additional opportunities to review and apply chapter content, and helps students explore measurement and assessment topics using the Internet. In addition, or instead, textbook reading can be accompanied by practical projects in construction of tests and assessments, in scoring and analysis of results, in selection of tests and other assessment procedures, and in the interpretation of test and assessment results. In any event, practical application of the material will enhance learning and contribute to competence in using measurement skills.
Our special thanks to the individuals who reviewed the seventh edition of the book: Susan M. Brookhart, Duquesne University; Donald J. Brown, California State University-Hayward; Jim Flaitz, University of Southwestern Louisiana; Betty E. Gridley, Ball State University; Carl J. Huberty, University of Georgia; Robert M. Jones, University of Houston-Clear Lake; Robert W. Lissitz, University of Maryland; Robert F. McMorris, SUNY at Albany; Stephanie Salzman, Idaho State University; Hoi Suen, Pennsylvania State University; and Kinnard White, University of North Carolina-Chapel Hill. We also appreciate the efforts of those who reviewed the draft revisions of this edition and provided many valuable suggestions: Jeff Beaudry, University of Southern Maine; Roger L. Briscoe, Indiana University of Pennsylvania; Susan M. Brookhart, Duquesne University; Jim Flaitz, University of Southwestern Louisiana; Robert W. Lissitz, University of Maryland; John E. McEneaney, Indiana University-South Bend; Tonya R. Moon, University of Virginia; Paul Nichols, University of Wisconsin-Milwaukee; Peggy Perkins, University of Nevada-Las Vegas; Patricia Pokay, Eastern Michigan University; and Glenn E. Snelbecker, Temple University.
We also thank the publishers who generously permitted use of their copyrighted materials. We are also grateful for the patience and support of our wives and for the valuable help of the Merrill editorial staff.
R.L.L.
N.E.G.
