Educational Measurement: : Robert L. Brennan: Rowman & Littlefield Publishers

Educational Measurement

Description

Educational Measurement has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of Educational Measurement is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and provides critical guidance to the efforts of new generations of researchers and practitioners. Edited by Robert Brennan and jointly sponsored by the American Council on Education (ACE) and the National Council on Measurement in Education, the fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. Educational measurement researchers and practitioners will find this text essential, and those interested in statistics, psychology, business, and economics should also find this work to be of very strong interest. Topics covered are divided into three subject areas: theory and general principles; construction, administration, and scoring; and applications. The first part of the book covers the topics of validation, reliability, item response theory, scaling and norming, linking and equating, test fairness, and cognitive psychology. Part two includes chapters on test development, test administration, performance assessment, setting performance standards, and technology in testing. The final section includes chapters on second language testing, testing for accountability in K-12 schools, standardized assessment of individual achievement in K-12 schools, higher education admissions testing, monitoring educational progress, licensure and certification testing, and legal and ethical issues.

Perspectives on the Evolution and Future of Educational Measurement by Robert L. Brennan, University of Iowa

Theory and General Principles
Validation by Michael T. Kane, National Conference of Bar Examiners
Reliability by Edward H. Haertel, Stanford
Item Response Theory by Wendy M. Yen, and Anne R. Fitzpatrick, Educational Testing Service
Scaling and Norming by Michael J. Kolen, University of Iowa
Linking and Equating by Paul W. Holland, and Neil J. Dorans, Educational Testing Service
Test Fairness by Gregory Camilli, Rutgers
Cognitive Psychology and Educational Assessment by Robert J. Mislevy, University of Maryland

Construction, Administration, and Scoring
Test Development by Cynthia B. Schmeiser, and Catherine J. Welch, ACT Inc.
Test Administration, Security, Scoring, and Reporting by Allan S. Cohen, University of Georgia, and James A. Wollack, University of Wisconsin
Performance Assessment by Suzanne Lane, and Clement A. Stone, University of Pittsburgh
Setting Performance Standards by Ronald K. Hambleton, University of Massachusetts, and Mary J. Pitoniak, Educational Testing Service
Techonology and Testing by Fritz Drasgow, University of Illinois, Richard M. Luecht, University of North Carolina at Greensboro, and Randy E. Bennett, Educational Testing Service

Applications
Old, Borrowed, and New Thoughts in Second Language Testing by Micheline Chalhoub-Deville, and Craig Deville, University of North Carolina at Greensboro
Testing for Accountability in K-12 by Daniel M. Koretz, and Laura S. Hamilton
Standardized Assessment of Individual Achievement in K-12 by Steve Ferrara, and Gerald E. DeMauro, American Institutes for Research
Classroom Assessment by Lorrie A. Shepard, University of Colorado
Higher Education Admissions Testing by Rebecca Zwick, University of California at Santa Barbara
Monitoring Educational Progress with Group-Score Assessments by John Mazzeo, Stephen Lazer, and Michael J. Zieky. Educational Testing Service
Testing for Licensure and Certification in the Professions by Brian E. Clauser, and Melissa J. Margolis, National Board of Medical Examiners, and Susan M. Case, National Conference of Bar Examiners
Legal and Ethical Issues by S.E. Phillips, and Wayne J. Camara, College Board