Educational Measurement.

Format:

Book

Author/Creator:

Cook, Linda L.

Language:

English

Physical Description:

1 online resource (1657 pages)

Edition:

5th ed.

Place of Publication:

New York : Oxford University Press, Incorporated, 2025.

Summary:

The fifth edition of Educational Measurement is a comprehensive handbook and textbook on the theories and techniques of the science of educational measurement. It contains 22 chapters written by the leading scholars in educational measurement in the US. Some chapters contain discussions of cutting edge research, others document advancements in technology; still others address issues related to the use of educational measurement to further the educational goals of a diverse and complex society.

Contents:

Cover

Title page

Copyright page

Dedication page

Contents

List of Tables

List of Figures

Foreword

Acknowledgments

Contributor List

PART I: SETTING THE CONTEXT

CHAPTER 1 Factors Influencing Education and Educational Measurement

THE PANDEMIC (COVID-19) AND EDUCATION AND

THE POLITICAL/CULTURAL CLIMATE AND EDUCATION AND

THE SOCIAL JUSTICE MOVEMENT AND EDUCATION AND

OVERVIEW OF THE VOLUME

Part I: "Setting the Context"

Part II: "Foundational Concepts"

Part III: "Developing, Administering, and Scoring Assessments"

Part IV: "Specific Applications of Assessment"

Part V: "Measurement as a Science"

SUMMARY

ADDENDUM

REFERENCES

CHAPTER 2 The History of Educational Measurement

EARLY FOUNDATIONS OF EDUCATIONAL MEASUREMENT

Developments in England

Francis Galton

Karl Pearson

Correlational Psychology in 1900

Charles Spearman

Spearman's Immediate Impact on Measurement

Psychophysics and the University of Leipzig

Alfred Binet

THE RISE OF INTELLIGENCE TESTING IN AMERICA

James McKeen Cattell

Henry Goddard

Robert Yerkes and Mental Testing in the Army

The Army Alpha

Terman, Peacetime Intelligence Testing, and Controversy

Intelligence Testing and Eugenics

Intelligence and Race

THE INFLUENCE AND IMPACT OF U.S. GOVERNMENT INVOLVEMENT IN ASSESSMENT

John Flanagan and the Aviation Psychology Program

Postwar Developments

Department of Defense Support for the Development of Modern Test Theory

The Impact of Legislation on Educational Measurement

RELIABILITY THEORY AFTER SPEARMAN

The Development of Classical Test Theory

Truman Kelley

G. F. Kuder and M. W. Richardson

Lee Cronbach

Generalizability Theory

SCALING

Ernst Weber and Gustav Fechner

E. L. Thorndike

L. L. Thurstone

ITEM RESPONSE THEORY.

The Foundations of IRT

Development of the One-, Two-, and Three-Parameter Logistic Models

Development of the Rasch Model

Rasch Versus Multiparameter IRT

IRT Extensions

Computerized Adaptive Testing

LARGE-SCALE TESTING

Horace Mann and Testing in Public Schools

Joseph Mayer Rice

School-Based Achievement Testing

The SAT

ACT (Formerly American College Testing)

NAEP

THE HISTORY OF EDUCATIONAL MEASUREMENT AS REFLECTED IN FIVE EDITIONS OF

SOME FINAL THOUGHTS

ACKNOWLEDGMENTS

CHAPTER 3 The Sociocultural Context of Educational Assessment

LIMITATIONS IN CURRENT PRACTICES

Assessment Interpretation and Use

Assessment Design and Development

Operationalization of Culture and Language

FAIRNESS RESEARCH

IMPLICATIONS OF A SOCIOCULTURAL PERSPECTIVE ON MEASUREMENT PRINCIPLES AND STANDARDS

ASSESSMENT AS A SOCIAL PHENOMENON

Sociocultural Influences

Social Complexity

Social Nature of Assessment

Perceptions of Assessment as "Scientific"

ASSESSMENT AND SOCIETY: A BIDIRECTIONAL RELATIONSHIP

Societal Needs

Sociopolitical Ideologies

Valued Outcomes

Concepts of Fairness

Globalization

Technological Advances

Assessment Capacity

Social Inequities and Test Taking

Legislation

Impact of Assessment on Education and Society

LEGISLATION AND ASSESSMENT IN THE UNITED STATES: A STRONG BIDIRECTIONAL RELATIONSHIP

Key Legislation Impacting Assessment in the United States

Legislating Inclusion of Students With Special Needs

Definition of Students With Special Needs

Testing Accommodations

Limits of Inclusion

Legislating Change in Schools and Classrooms: Accountability

Foundational Impact of Court Cases on Assessment

DESIGNING ASSESSMENTS GROUNDED IN SOCIOCULTURAL CONTEXT.

Assessment as Reasoning From Evidence Grounded in the Sociocultural Context

Cognition Model

Observation Model

Interpretation Model

IMPLICATIONS FOR FAIRNESS

Consistency of Score Meaning

Population Heterogeneity and Fairness

Equitable Treatment of Groups

Conditional Sense of Fairness and Measurement Models

FINAL NOTE

PART II: FOUNDATIONAL CONCEPTS

CHAPTER 4 Validity and Validation

VALIDITY AS AN OVERARCHING CONCEPT

Comparability and Validity

Fairness as Integral to Validity

Reliability/Generalizability as Integral to Validity

EVOLUTION OF VALIDITY

Validity for Test Use and Score Inferences

Criterion, Content, and Factorial Validity

Emergence of Construct Validity

Construct Validation as Scientific Reasoning

Construct Validity as a Unitary Concept With Types of Evidence

Messick's Unified Validity

Values and Ethics in Testing

Threats to Validity

ARGUMENT-BASED APPROACH TO VALIDITY AND VALIDITY EVIDENCE: FROM THEORY TO IMPLEMENTATION

Validation and Argumentation

Kane's Framework

The IUA

Enacted Interpretations and Uses

Sources of Validity Evidence and the IUA

Performance Inferences

Score Inferences

Generalization Inferences

Extrapolation Inferences

Decision/Use Inferences

Synthesizing Validity Arguments

Dynamic Evaluation

Multilevel and Multilayer IUA and Validity Arguments

Alternate Views of Validity Theory

Theories of Action and Validation

CONSEQUENCES IN VALIDITY THEORY AND VALIDATION

Consequences and the 2014

Consequences and Credentialing Testing Programs

Consequences and Setting Performance Standards

Maximizing Equity in Standard-Setting Policy Decisions

Consequences When Extrapolating to Performance in Practice

Consequences and K-12 Assessment and Accountability Systems.

Validity Evaluation for Consequences in K-12 Contexts

Consequences and the Use of Performance Assessments in Education

Consequences and the Use of College Admission Tests as High School State Assessments

Consequences and Language Testing

Investigations of Consequences of Selection Decisions

Investigations of Consequences on Instruction and Learning

Concluding Thoughts

ASSESSMENT OF INDIVIDUALS WITH VARYING CULTURAL AND LINGUISTIC BACKGROUNDS

Testing as a Situated Cultural Practice

Situated Learning, Assessment, and Validity

Socially Situated Learning Theories and Assessment Practice

The Role of Situated Learning Theory in Assessment Validation and Validity

Comparable and Valid Score Meaning

Internal Structure Evidence

Response Process Evidence

Comparability and Culturally Responsive and Sustainable Assessment

The Challenges to Validation

Using Situated Learning Theory to Enhance Validity and Validation

IUA and Validity Argument for Culturally Responsive Assessments

Standardization Versus Flexibility

CURRENT APPLICATIONS OF VALIDITY THEORY AND PRACTICE

K-12 Assessments and A ssessment Systems

Interim Assessments

IUAs for Interim Assessments

Balanced Assessment Systems

A Tightly or Loosely Coupled System

IUAs for the Assessment System

Technology Use in Testing Programs

Technology Use in Capturing Response Processes

Automated Scoring

Simulation-Based Assessments

IUAs for Simulation-Based Assessments

Collaborative Problem-Solving Assessments

CONCLUDING COMMENTS

CHAPTER 5 Reliability in Educational Measurement

TERMS AND BACKGROUND

NOTIONS OF TRUE SCORE AND MEASUREMENT ERROR

TYPES OF SCORES CONSIDERED

STATISTICS AND INDICES FOR RELIABILITY

Overall Standard Error of Measurement.

Conditional Standard Errors of Measurement

Reliability Coefficients

Classification Consistency and Accuracy Indices

ORGANIZATION OF THIS CHAPTER

RELIABILITY IN CTT

Assumptions, Definitions, and Basic Results

Reliability Coefficients and SEM

Approaches to Estimating Reliability

Direct Estimation With Full-Length Replications

Estimation Based on a Single Test Administration

Reliability of Linear Composites

RELIABILITY IN GT

Univariate GT

Universes of Admissible Observations and G Studies

Universes of Generalization and D Studies

Error Variances and Coefficients

Multivariate GT

Extended Multivariate GT

RELIABILITY IN IRT

Maximum Likelihood Proficiency Estimates

Bayesian Proficiency Estimates

Summed Raw Scores and Transformed Scale Scores

Composite Scores and Composite Scale Scores

Scale Scores Transformed From Proficiency Estimates

ESTIMATORS OF CSEMs

Summed Raw Scores

Thorndike Method

Mollenkopf Method

Binomial Error Model

Multinomial Error Model

UIRT Proficiency Estimates

Scale Scores

The Delta Method Approximation

Strong True Score Models

Binomial Procedure

Other Procedures

Composite Scores

Compound Binomial and Compound Multinomial Error Models

MIRT

Summary and Other Issues

RELIABILITY OF CLASSIFICATION CATEGORY SCORES

Normal Approximation Procedure

Livingston and Lewis Procedure

Binomial and Multinomial Models

IRT Procedures

ML Proficiency Estimates

Summed Scoring

Aggregation Methods

Other Issues

OTHER MODELS, AGGREGATION, AND PRECISION ISSUES

Other Models and Assessment Types

Diagnostic Classification Models

Structural Equation Models.

Reliability Related to Longitudinal Data and Growth Models.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

0-19-782553-2

0-19-765498-3

0-19-765497-5

9780197654972

OCLC:

1514634698