Standardized assessment and test construction without anguish : the complete step-by-step guide to test design, administration, scoring, analysis, and interpretation / Saad F. Shawer.

Format:

Book

Author/Creator:

Shawer, Saad F. (Saad Fathy)

Series:

Education in a Competitive and Globalizing World

Education in a competitive and globalizing world

Language:

English

Subjects (All):

Educational tests and measurements--Design and construction--Handbooks, manuals, etc.

Educational tests and measurements.

Students--Rating of--Handbooks, manuals, etc.

Students.

Physical Description:

1 online resource (229 p.)

Edition:

1st ed.

Place of Publication:

Hauppauge, NY : Nova Science Publishers, c2010.

Language Note:

English

Summary:

Proposes simple, step-by-step eight stages of test construction, with each chapter being concerned only with one stage. This book focuses on practice rather than theory since an actual test was used to act as a reference example to shows how each step and stage of the test construction process can be put into action.

Contents:

Intro

STANDARDIZED ASSESSMENT AND TEST CONSTRUCTION WITHOUT ANGUISH THE COMPLETE STEP-BY-STEP GUIDE TO TEST DESIGN, ADMINISTRATION, SCORING, ANALYSIS, AND INTERPRETATION

CONTENTS

PREFACE

PART I BACKGROUND AND LAYOUT

Chapter 1 UNDERSTANDING ASSESSMENT AND EVALUATION

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. ASSESSMENT

1.1. Testing and Formative and Summative Assessment

1.2. Range and Uses of Assessments

1.3. Impact of Assessment-Focused Contexts on Teachers, Students and Principals

2. EVALUATION

2.1. Program, Program Outputs, Program Objectives

2.2. Curriculum, Student and Teacher Evaluation

2.3. Uses and Objects of Evaluation

2.4. Evaluation, Testing, Assessment and Measurement

3. STAGES OF TEST CONSTRUCTION

PART II TEST CONSTRUCTION: TEST AIM, OBJECTIVES AND TYPE

Chapter 2 STAGE 1: WRITING AIMS AND OBJECTIVES

1. SKILL 1: DEFINING AN AIM

2. SKILL 2: RECOGNIZING THE DEFINING CHARACTERISTICS OF AN AIM

3. SKILL 3: DEFINING OBJECTIVES

4. SKILL 4: RECOGNIZING THE DEFINING CHARACTERISTICS OF OBJECTIVES

5. SKILL 5: WRITING PRECISE AIMS AND OBJECTIVES

6. TIPS TO AVOID PROBLEMS OF WRITING OBJECTIVES

7. IMPORTANCE OF WRITING A CLEAR AIM AND OBJECTIVES

8. CLASSIFICATION OF OBJECTIVES

Chapter 3 STAGE 1 (CONTINUED): WRITING COGNITIVE OBJECTIVES

1. LEVELS AND DIMENSIONS OF COGNITIVE OBJECTIVES

1.1. Factual, Conceptual and Procedural Knowledge.

1.2. Meta-Cognitive Knowledge (Meaning and Importance)

1.2.1. Components of Metacognition

1.2.2. Metacognitive Strategies

2. LOWER-ORDER THINKING LEVEL OF OBJECTIVES

2.1. Skill 1: Writing Objectives at the Knowledge/ Remembering Level

3. MEDIUM-ORDER THINKING LEVEL OF OBJECTIVES

3.1. Skill 2: Writing Objectives at the Comprehension/ „Understand‟ Level

3.2. Skill 3: Writing Objectives at the „Application/„Apply‟ Level‟

4. HIGHER-ORDER THINKING (PROBLEM-SOLVING) LEVEL OF OBJECTIVES

4.1. Skill 4: Writing Objectives at the "Analysis/„Analyze‟ Level"

4.2. SKILL 5: WRITING OBJECTIVES AT THE EVALUATION/„EVALUATE‟ LEVEL

4.3. SKILL 6: WRITING OBJECTIVES AT THE SYNTHESIS/„CREATE‟ LEVEL

5. THE COGNITIVE OBJECTIVES DEBATE

Chapter 4 STAGE 1 (CONTINUED): WRITING AFFECTIVE OBJECTIVES

1. SKILL 1: WRITE OBJECTIVES AT THE RECEIVING LEVEL

2. SKILL 2: WRITE OBJECTIVES AT THE RESPONDING LEVEL

3. SKILL 3: WRITE OBJECTIVES AT THE VALUING LEVEL

4. SKILL 4: WRITE OBJECTIVES AT THE ORGANIZATION LEVEL

5. SKILL 5: WRITE OBJECTIVES AT THE CHARACTERIZING OF A VALUE COMPLEX LEVEL

Chapter 5 STAGE 1 (CONTINUED): WRITING PSYCHOMOTOR OBJECTIVES

1. SKILL 1: WRITING OBJECTIVES AT THE IMITATION LEVEL

1.1. Theoretical Familiarization

1.2. Observation

1.3. Performance

2. SKILL 2: WRITING OBJECTIVES AT THE MANIPULATION LEVEL

3. SKILL 3: WRITING OBJECTIVES AT THE PRECISION LEVEL

4. SKILL 4: WRITING OBJECTIVES AT THE ARTICULATION LEVEL +9

5. SKILL 5: WRITING OBJECTIVES AT THE HABIT-FORMATION/NATURALIZATION LEVEL

6. THE CURRICULUM TEST AIM (MODEL/REFERENCE TEST).

7. THE CURRICULUM TEST OBJECTIVES (MODEL/REFERENCE TEST)

Chapter 6 STAGE 2: WRITE THE TEST TYPE

1. PERFORMANCE MEASURES (TESTS)

1.1. Intelligence Tests

1.2. Aptitude Tests

1.3. Achievement Tests

1.4. Diagnostic Tests

1.5. Proficiency Tests

1.6. Placement Tests

1.7. PERFORMANCE ASSESSMENTS (AUTHENTIC/ALTERNATIVE ASSESSMENTS)

2. PERSONALITY MEASURES

2.1. Personality Inventories

2.2. Projective Techniques

2.3. Self-Concept

2.4. Attitude Scales

2.5. Vocational Interest Measures

3. THE CURRICULUM (REFERENCE) TEST TYPE

PART III TEST CONSTRUCTION: TEST TABLE OF SPECIFICATIONS AND TYPE OF ITEMS

Chapter 7 STAGE 3: CREATE A TABLE OF SPECIFICATIONS

1. STEP 1: DETERMINE TEST CONTENT

2. STEP 2: DETERMINE RELATIVE WEIGHT OF CONTENT

2.1. Determine Relative Weight of Content by Lessons

2.2. Determine Relative Weight of Content by Pages

3. STEP 3: DETERMINE RELATIVE WEIGHT OF OBJECTIVES

3.1. The List of Objectives Method

3.2. The Test Developer‟s Judgment Method

Chapter 8 STAGE 3: (CONTINUED) CREATE A TABLE OF SPECIFICATIONS

1. STEP 4: DISTRIBUTE ITEMS AMONG THEMES OF CONTENT

1.1. Determine the Test Overall Number of Items

1.2. Determine Each Unit‟s Items from the Test Overall Items

1.3. INSERT EACH UNIT‟S ITEMS IN THE TABLE OF SPECIFICATIONS

2. STEP 5: DISTRIBUTE ITEMS AMONG LEVELS OF OBJECTIVES

Chapter 9 STAGE 4: DETERMINE TYPE OF ITEMS

1. ESSAY QUESTIONS.

2. OBJECTIVE QUESTIONS

2.1. Multiple-Choice Questions (MCQ)

2.2. Yes/No

2.3. True/False Questions

2.4. Short-Answer Questions

2.5. Gap Filling Questions

2.6. Completion Questions

2.7. Matching Questions

3. THE CURRICULUM (REFERENCE) TEST TYPE OF ITEMS

PART IV TEST CONSTRUCTION: TEST VALIDITY AND TRIAL

Chapter 10 STAGE 5: VALIDATE CONTENT

1. INTERNAL VALIDITY

2. EXTERNAL VALIDITY

3. CONTENT VALIDITY

3.1. Methods of Determining Content Validity

3.1.1. Content Experts/Jury Members

3.1.2. Table of Specifications

4. CONSTRUCT VALIDITY

4.1. Methods of Determining Construct Validity

5. CRITERION VALIDITY

5.1. Predictive

5.2. Concurrent

5.3. CONVERGENT

5.4. Discrimnant/Divergent

6. FACE VALIDITY

7. THE CURRICULUM (REFERENCE) TEST VALIDATION PROCESS

Chapter 11 STAGE 6: TEST TRIAL

1. DETERMINE THE TEST RELIABILITY

2. METHODS OF DETERMINING RELIABILITY

2.1. Reliability as Stability (Test- retest) / (Pre/ posttest)

2.1.1. Over Time/Diachronic Reliability as Stability

2.1.2. Over Sample/Synchronic Reliability as Stability

2.2. Reliability as Equivalence/Alternate Forms/Inter-rater

2.2.1. Equivalent/Alternate Forms Reliability

2.2.2. Inter-Rater Reliability/Objectivity

2.3. Reliability as Internal Consistency/Spilt-Half/Alpha/Kuder-Richardson

2.3.1. Split-Half

2.3.2. Kuder-Richardson/(Yes/no Type of Questions)

2.3.3. Alpha Coefficient

3. CALCULATE ITEM ANALYSIS (COEFFICIENT OF DIFFICULTY/FACILITY AND DISCRIMINATION)

4. DETERMINE TEST LENGTH (TIME)

A) Calculate the Average of the First and Last Test-Taker.

B) Calculate the Average of All Test Takers

5. THE CURRICULUM (REFERENCE) TEST RELIABILITY PROCESS

6. THE CURRICULUM (REFERENCE) TEST TIME

PART V TEST CONSTRUCTION: TEST ADMINISTRATION, SCORING, ANALYSIS AND INTERPRETATION

Chapter 12 STAGE 7: ADMINISTER THE TEST

1. EXAMINERS

2. INVIGILATORS OR PROCTORS

3. TEST TAKERS

4. ROOMS

5. THE CURRICULUM (REFERENCE) TEST ADMINISTRATION PROCESS

Chapter 13 STAGE 8: SCORE, ANALYZE AND INTERPRET THE TEST

1. ESSAY TEST SCORING

1.1. Holistic/Impressionistic Test Scoring

1.2. Analytic Test Scoring

2. OBJECTIVE TEST SCORING

3. THE CURRICULUM (REFERENCE) TEST SCORING

Chapter 14 STAGE 8: SCORE, ANALYZE AND INTERPRET THE TEST (CONTINUED)

1. TABULATE SCORES/ENTER DATA INTO COMPUTER

2. USE DESCRIPTIVE STATISTICS

Calculate the Average/Mean

Calculate the Average from Grade Point Average (GPA)

Calculate the Mode

Calculate the Median

Calculate the Range

Calculate the Standard Deviation (S.D.)

Calculate the Percentage

Calculate the Raw Score or Number of Students from a Given Percentage

Calculate a Factor/ Converted Score

3. USE INFERENTIAL STATISTICS

4. GRAPHICAL OR VISUAL REPRESENTATION OF SCORES

Representation of Data through a Bar Chart

Representation of Data through a Pie Chart

Representation of Data through a Curve Chart

Chapter 15 STAGE 8: SCORE, ANALYZE AND INTERPRET THE TEST (CONTINUED)

1. INTERPRET NORM-REFERENCED TEST SCORES.

(A) Create an upward Frequency Table.

Notes:

Includes index.

Description based on print version record.

ISBN:

1-61122-387-3

OCLC:

923659029