Overview

For Classroom Assessment and Tests & Measurement courses in Education Departments For years, this outstanding, classic text has been the market leader for courses in Classroom Assessment and Tests & Measurement taught in Education Departments across the nation. In a presentation that assumes no previous knowledge of assessment or measurement, the text provides crystal clear step-by-step instruction on such topics as constructing test questions, aligning assessment with learning goals, and interpreting standardized tests. Providing readers with an understanding of the role of assessment in the instructional process, the book helps students learn how to construct effective test questions that are aligned with learning objectives, evaluate published tests and properly interpret scores of standardized tests. Measurement and Assessment in Teaching, 11th edition, introduces the elements of measurement and assessment that are essential to good teaching, once again paving the way for future educators.

Full Product Details

Author:   M. Miller ,  David Miller ,  Robert Linn ,  Norman Gronlund
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   11th edition
Dimensions:   Width: 19.20cm , Height: 2.30cm , Length: 23.80cm
Weight:   0.920kg
ISBN:  

9780132689663

ISBN 10:   0132689669
Pages:   576
Publication Date:   28 August 2012
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9780132954815
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Part I: The Measurement and Assessment Process Chapter 1: Educational Testing and Assessment: Context, Issues, and Trends Chapter 2: The Role of Measurement and Assessment in Teaching Chapter 3: Instructional Goals and Objectives: Foundation for Assessment Chapter 4: Validity Chapter 5: Reliability and Other Desired Characteristics Part II: Classroom Tests and Assessments Chapter 6: Planning Classroom Tests and Assessments Chapter 7: Constructing Objective Test Items: Simple Forms Chapter 8: Constructing Objective Test Items: Multiple Choice Forms Chapter 9: Measuring Complex Achievement: The Interpretive Exercise Chapter 10: Measuring Complex Achievement: Essay Questions Chapter 11: Measuring Complex Achievement: Performance-Based Assessments Chapter 12: Portfolios Chapter 13: Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report Chapter 14: Assembling, Administering, and Appraising Classroom Tests and Assessments Chapter 15: Grading and Reporting Part III: Selecting and Using Published Tests Chapter 16: Achievement Tests Chapter 17: Aptitude Tests Chapter 18: Test Selection, Administration, and Use Chapter 19: Interpreting Test Scores and Norms Appendix A: Taxonomy of Educational Objectives Appendix B: Content Standards Appendix C: Elementary Statistics Appendix D: Relating Assessment Procedures to Instructional Objectives Appendix E: Selected Published Tests Appendix F: Test Publishers Appendix G: Standards for Teacher Competence in Educational Assessment of Students Appendix H: Professional Journals for Locating Measurement and Assessment Articles

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Author Information

M. David Miller has been working in the field of assessment and evaluation for more than 25 years. He is a Professor in Research Methods and Evaluation at the University of Florida.  He is also the Director of the Collaborative Assessment and Program Evaluation Services, which conducts evaluation and assessments of public school programs and NSF grants at the UF.  As part of this work, he is also the Director of the University of Florida’s Quality Enhancement Plan, which is looking at ways to prepare undergraduates to compete in an international environment.  He has also been a co-Director of a state K-12 assessment program and was the data analyst for the Second International Mathematics Study.   Robert L. Linn is a Distinguished Professor emeritus of Education at the University of Colorado at Boulder.  He is a member of the National Academy of Education and Lifetime National associate of the National Academies.  He is a former President of the Division of Evaluation and Measurement of the American Psychological Association, former President of the National Council on Measurement in Education, former Vice President of the American Educational Research Association for the Division of Measurement and Research methodology, and former President of the American Educational Research Association.  He is widely published in educational measurement and has received several awards, including the ETS Award for Distinguished Service to Measurement, the E. L. Thorndike Award, the E. F. Lindquist Award, the National Council on Measurement in Education Career Award, and the American Educational Research Association Award for Distinguished Contributions to Educational Research.    

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