rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Tests & measurement for people who (think they) hate tests & measurement
  title info:
    title: Tests and measurement for people who (think they) hate tests and measurement
  name:
    name part: Salkind, Neil J.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: cau
    date issued: 2006
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xxiii, 371 pages : illustrations ; 27 cm.
  table of contents: Pt. I. In the beginning... 1. Why me-asurement? : an introduction -- A five-minute history of testing -- So, why test and measurement? -- What we test -- Why we test -- Some important reminders -- What am I doing in a tests and measurement class? -- Ten ways to use this book (and learn about tests and measurement at the same time!) -- About those icons -- The famous difficulty index -- Glossary -- Summary -- Time to practice --
  table of contents: Pt. II. The psychology of psychometrics -- 2. One potato, two potatoes...levels of measurement and their importance -- First things first -- The four horsemen (or levels) of measurement -- The nominal level of measurement -- The ordinal level of measurement -- The interval level of measurement -- The ratio level of measurement -- A summary : how levels of measurement differ -- OK, so what's the lesson here? -- The final word(s) -- Summary -- Time to practice -- Answers to practice questions -- What to know more? -- Further readings -- And on the Internet -- 3. Getting it right every time : reliability and its importance -- Test scores : truth or dare -- Getting conceptual -- If you know about rxy, skip this section... -- Different flavors of reliability -- Test-retest reliability -- Parallel forms reliability -- Internal consistency reliability -- Interrater reliability -- How big is big? : interpreting reliability coefficients -- And if you can't establish reliability...then what? -- Just one more thing (and it's a big one) -- Summary -- Time to practice -- Answers to practice questions -- What to know more? -- Further readings -- And on the Internet -- 4. The truth, the whole truth, and nothing but the truth : validity and its importance -- A bit more about the truth -- Reliability and validity : very close cousins -- Different types of validity -- Content validity -- Criterion validity -- Construct validity -- And if you can't establish validity...then what? -- A last friendly word -- Summary -- Time to practice -- Answers to practice questions -- What to know more? -- Further readings -- And on the Internet -- 5. Welcome to Lake Woebegone, where all the children are above average : norms and percentiles -- The basics : raw (scores) to the bone! -- Percentiles or percentile ranks -- Percentiles : the sequel -- What's to love about percentiles -- What's not to love about percentiles -- Stanines (or stanine scores) -- What's lo love about stanines -- What's not to …
  table of contents: pt. III. The Tao and how of testing -- 6. Short answer and completion items : Baskin Robbins® has __ flavors -- When we use 'em and what they look like -- How to write 'em : the guidelines -- The good and the bad -- Why completion and short answer items are good -- Why completion and short answer items are not so good -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 7. Essay items : hope you can write -- When we use 'em and what they look like -- How to write essay items : the guidelines -- The good and the bad -- Why essay items are good -- Why essay items are not so good -- How to score essay items -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 8. Multiple-choice items : always pick answer C and you'll be right about 25% of the time -- When we use 'em and what they look like -- Multiple-choice anatomy 101 -- How to write multiple-choice items : the guidelines -- The good and the bad -- Why multiple-choice items are good -- Why multiple-choice items are not so good -- Analyzing multiple-choice items -- Computing the difficulty index -- Computing the discrimination index -- How the difficulty and discrimination index get along : quite well, thank you -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 9. Matchmaker, matchmaker, make me a match : matching items -- When we use 'em and what they look like -- How to write 'em : the guidelines -- The good and the bad -- Why matching items are good -- Why matching items are not so good -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 10. True-false tests : T or F? : I passed my first measurement test -- What we use 'em for -- How to write 'em : the guidelines -- The good and the bad -- Why true-fa…
  table of contents: pt. IV. What to test and how to test it -- 13. Achievement tests : who really discovered America? -- What achievement tests do -- How achievement tests differ from one another -- Teacher (or researcher) made versus standardized achievement tests -- Group versus individual achievement tests -- Criterion- versus norm-referenced -- How to do it : the ABCs of creating a standardized test -- The amazing table of specifications -- What they are : a sampling of achievement tests and what they do -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 14. Personality tests : type A, type B, or type C? -- What personality tests are and how they work -- Objective or projective : you tell me -- Developing personality tests -- Using content and theory -- Using a criterion group -- Using factor analysis -- Using personality theory -- What they are : a sampling of personality tests and what they do -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 15. Aptitude tests : what's in store for me? -- What aptitude tests do -- How to do it : the ABCs of creating an aptitude test -- Types of aptitude tests -- Mechanical aptitude tests -- Artistic aptitude tests -- Readiness aptitude tests -- Clerical aptitude tests -- Some of the big ones -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 16. Intelligence tests : that Rubik's cube is driving me nuts -- The ABCs of intelligence -- The big "g" -- More than just the big "g" : the multiple factor approach -- The three-way deal -- Way more than one type of intelligence : Howard Gardner's multiple intelligences -- Emotional intelligence : a really different idea -- From the beginning : (almost) all about the Stanford-Binet intelligence scale -- A bit of history -- What's the score? -- Administering the Stanfo…
  table of contents: Pt. V. It's not always as you think : issues in tests and measurements -- 18. Test bias : fair for everyone? -- The $64,000 question : what is test bias? -- Test bias or test fairness? -- Moving toward fair tests : the FairTest movement -- Models of test bias -- The difference-difference bias -- Item by item -- On the face of things -- The Cleary model -- Playing fair -- Where it all started : test differences between black and white American children -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- 19. The law, testing, and ethics : No Child (should be) Left Behind and other concerns -- No Child Left Behind or NCLB : what it is and how it works -- How testing fits in -- What's assessed and how -- What's the big deal about NCLB? -- The Education For All Handicapped Children Act and the Individuals with Disabilities Education Act : what they are and how they work -- What IDEA does -- The truth in testing law : high-stakes testing -- Family Educational Rights and Privacy Act, or FERPA : what it is and how it works -- Ethics and assessment : 10 things to remember -- Summary -- Time to practice -- Answers to practice questions -- Want to know more? -- Further readings -- And on the Internet -- Appendixes -- Appendix A. Your tests and measurement toolkit -- Appendix B. The guide to (almost) every test in the universe -- Glossary.
  note: Neil J. Salkind.
  note: Includes bibliographical references (page 357) and index.
  subject:
    topic: Educational tests and measurements
  classification: LB3051 .S243 2006
  classification: 371.26
  identifier: 1412913632 (cloth)
  identifier: 9781412913638 (cloth)
  identifier: 1412913640 (pbk.)
  identifier: 9781412913645 (pbk.)
  identifier: 2005008155
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  identifier: http://www.loc.gov/catdir/enhancements/fy0734/2005008155-b.html
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  record info:
    record content source: DLC
    record creation date: 050324
    record change date: 20151201115840.0
    record identifier: in00002576838