Internet Res. 714
Internet Resources and References
Educational and Psychological Measurement
The Educational Testing Service (ETS) posts general information about
its testing programs and test collection of unpublished tests on a
public gopher and can answer specific inquiries via e-mail
(info@ets.org).
URL: http://www.ets.org
The ERIC Clearinghouse on Assessment and Evalaution is one of 16
clearinghouses in the ERIC system. The scope and interest of ERIC/AE
covers methodology of measurement research and evaluation;
application of tests, measurement, and evaluation in educational
projects or programs; tests and other measurement devices; and
learning theory. ERIC/AE serves the educational community in the
following capacities: answering user questions, performing searches
for users interested in educational assessment and evaluation related
topics, acquiring new documents for inclusion in ERIC database, and
providing access to documents. ERIC/AE Test Locator Service is
located in a subdirectory of the ERIC/AE gopher site and contains
several searchable testing databases, tips on how best to select and
evaluate a test, information on fair testing practices, and
connections to library catalogs that many be of assistance to anyone
searching for specific test information. It is a joint project of
ERIC/AE, the ETS, Buros Institute of Mental Measurements, and Pro-Ed
test publishers. The Test Locator describes more than 10,000
assessment instruments and their availablity, identifies where tests
have been reviewed, and provides the addresses of over 900
publishers.
URL: http://ericae.net
A resource for Buros Institute for Mental Measurements is
URL:
http://www.unl.edu/buros
The National Center for Research on Evaluation, Standards, and
Student Testing (CRESST) and UCLA's Center for the Study of
Evaluation conduct reserach on important topics related to k-12
testing. Technical reports may be downloaded from the CRESST Web
Site.
URL:http://www.cse.ucla.edu
The American Guidance Service World Wide Web Site is located at URL:
http://www.agsnet.com
A glossary of measurement terms for assessment can be found on the Harcourt Assessment
Corp. Site at
http://marketplace.psychcorp.com/PsychCorp.com/Cultures/en-US/Resources/Glossary.htm
References
American Psychological Association. (1985). Standards for
educational and psychological tests. Washington, DC: Author.
Barber, B. L., Paris, S. G., Evans, M., & Gadsen, V. L. (1992).
Policies for reporting test results to parents. Educational
Measurement: Issues and Practices, 11, 15-20.
Bennett, R. E., & Ward, W. C. (Eds.) (1993). Construction
versus choice in cognitive measurement: Ossues in constructed
resposnes, performance testing, and portfolio assessment.
Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
The chapters in this book are based on presentations at a
conference sponsored by Educational Testing Service and five invited
contributions. The authors seek to provide perspectives and build
frameworks that will contribute to future research agendas and policy
debates in area of constructed-response assessments.
Bertrand, A., & Cebula, J. P. (1980). Tests, measurement, and
evaluation: A development approach. Reading, MA: Addison-Wesley
Publishing Company.
Cangelosi, J. S. (1990). Designing tests for evaluating student
achievement. New York: Longman.
Crocker, L., & Algina, J. (1986). Introduction to classical
& modern test theory. New York: Holt, Rinehart and
Winston.
Frederiksem, N., Mislevy, R. J., & Bejar, I. I. (Eds.) (1993).
Test theory for a new generation of tests. Hillsdale, NJ:
Lawrence Erlbaum.
This book contains chapters focusing on the role of test theory in
light of recent work in cognitive and educational psychology and
chapters on specific issues of test design, students modeling, test
analysis, and the integration of assessment and instruction.
Gronlund, N. E. (1992). How to make achievement tests and
assessments (5th ed.). Needham Heights, MA: Allyn &
Bacon.
This is a brief, practical guide for teachers to help them make
better tests and assessment instruments. The improvement of teaching
as the main use of test and assessment information is the underlying
basis for the book. A new chapter is included on performance
assessment, which reflects the trend toward supplementing testing
with more direct means of assessing learning.
Haladyna, T.M. (1994). Developing and validating multiple-choice
test items. Hillsdale, NJ: Lawrence Erlbaum Associates,
Publishers. (LB3060.32 M85 H35 1994)
This book is the most current and comprehensive book devoted to
item writing. Two steps that are critical and related in test
development are addressed: the topics of multiple-choice- and
constructed-test-item development and validation of responses to
these test items. Haladyna provides a conceptual basis for item
writing, reviews the issue of constructed- versus selected-response
testing, presents a variety of formats, provides guidance in
developing items, provides a basis for reviewing, evaluating, and
improving items. Included is a chapter presenting a typology of
higher-level thinking and providing examples of multiple-choice items
based on the various types of higher-level thinking. The typology is
not limited to multiple-choice formats alone.
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991).
Fundamentals of item response theory. Newbury Park, CA: Sage
Publications, Inc.
Jacobs, L.C., & Chase, C.I. (1992). Developing and using test
effectively: A guide for faculty. San Francisco: Jossey-Bass
Publishers. (LB2366.2 J33 1992)
A practical guide that van be used to improve skills of faculty in
the development, administration, and grading of classroom tests.
How-to-advice is given for planning the test and classifying
objectives to be measured, ensuring the validity and reliability of
the test, analyzing items, and grading to arrive at fair grades based
on relevant data. Strengths and weaknesses of many types of tests,
including both traditional (multiple-choice, true-false, matching,
completion, and essay) and alternative (take-home, open-book, oral,
collaborative, portfolios, and performance) assessment procedures.
Linn, R. L. (Ed.). (1989). Educational measurement (3rd ed.).
New York: The American Council on Education and McMillan Publishing
Company.
Mueller, D. J. (1986). Measuring social attitudes: A handbook for
researchers and practitioners. New York: Teachers College
Press.
Roid, G. H., & Haladyna, T. M. (1982). A technology for
test-item writing. New York: Academic Press.
Ronning, R.R., Glover, J.A., Conoley, J.C., & Witt, J.C. (Eds.).
(1987). The influence of cognitive psychology on testing.
Hillsdale, NJ: Lawrence Erlbaum.
Streiner, D.L., & Norman, G. (1995). Health measurement scales: A
practical guide to their development and use (2nd ed.). Oxford
University Press.
The text is directed toward people working in health settings who
want to develop scales to assess attributes such as quality of life,
pain, mood states, and attitudes. The chapters are arranged to follow
the steps of test construction: creating the item pool, scaling
responses, selecting items, biases in responding, analyzing scale
characteristics, reliability, generalizability, validity, measuring
change, methods of administration, and ethical considerations.
Spector, P. E. (1992). Summated rating scale construction: An
introduction. Newbury Park, CA: Sage.
This resource is aimed at helping researchers construct more
effective summated rating scales. Spector shows how to determine the
number of items necessary, the appropriate amount of response
categories, the most productive wording of item, how to sort good
items from bad (including item-remainder coefficients and Cronbach's
alpha), and how to validate a scale, including dimensional validity
from factor analysis. Written accessibly, the book concludes with a
step-by-step account of how to develop a summated rating scale based
on classical test theory.
Sudman, S., & Bradburn, N. M. (1982). Asking Questions: A
practical guide to questionnaire design. San Francisco:
Jossey-Bass Publishers.
Thorndike, L. (Ed.). (1971). Educational measurement (2nd
ed.). Washington, DC: American Council on Education.
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