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Assessment in Education Textbook Sample Index
The partial index below is for the book Measures and Assessments in Teaching by David Miller and Robert Lind
(2008 Prentice Hall, 539 pages). This is a textbook used in the education field on how to write and evaluate
tests and measures for classroom use. A complete copy of the index is available upon request.
(2008 Prentice Hall, 539 pages). This is a textbook used in the education field on how to write and evaluate
tests and measures for classroom use. A complete copy of the index is available upon request.
A
Abbreviated Battery, 403
ability spectrum, 418
absolute grading, 381–382, 384
abstract reasoning skills, 418
academic self-concept, 315
accommodations, 9
accountability, teacher, 402, 456–457
accuracy, of results, 392
achievement domain, 76
achievement tests
content-oriented, 409, 410
customized, 413–414
equivalent forms, 112
item-discriminating power, 357
maximum performance, 36–37
published, 79
readiness, 411–413
reading, 409–411
standardized, 398–402
test batteries, 402–409
vs aptitude tests, 417–420
adaptive tests, 13
adjustment inventories, 36, 43
administration, of test
ease of, 133
standards for, 445–446
time required, 98, 125, 133
validity and, 99
affective domain, 55–56, 529–530
agreement, percentage, 130
all of the above, 214
alternate forms. See equivalent-forms
alternative assessments, 8, 261–266
alternative response items See also true-false test items
advantages/limitations, 182–184
constructing, 184–186
uses for, 179–182
ambiguity, 98, 163, 166, 184, 338, 353
American Educational Research Association (AERA), 73
analysis skills, 55, 239
analytic scores, 249–250
analytic scoring rubrics, 249–250, 255, 280, 307
ancillary skills, 82
anecdotal records, 36, 314–321
answer blanks, 178
answers, patterns, 98
anxiety, test, 16, 347–349, 449
application skills, 54–55, 58, 160, 199–201
appreciations, learning outcomes, 55, 315
aptitude tests
culture-fair testing, 431–432
differential testing, 432–435
group tests, 420–426
individual tests, 426–430
maximum performance measures, 36–37
predictions from, 419
test batteries, 402
using results, 430–431, 454
vs achievement tests, 417–420
area conversion, score distribution, 475
arguments, developing, 239. See also essay questions
Armed Services Vocational Aptitude Battery (ASVAB), 434
arrangement of items, 98
assessment
categories of, 36–44
definition, 28–29
general principles, 29–31
instructional process and, 32–36
assessment-criterion relationships
correlating, 87–91, 100
criterion problem, 94–95
estimating present performance, 91–92
expectancy table, 92–94
predicting future performance, 87
assessment plan, 336, 352
Assessment System Corporation, 364
Assessment Training Institute, 21
assumptions, recognizing, 222
attitude assessments, 36, 43, 55, 58, 325–328
authentic assessments, 8, 261–266. See also performance assessments
authentic problems, 53
B
bar graphs, 497–498
barriers to performance, 162–163
Basic Achievement Skills Individual Screener, 414
basic skill batteries, 408
behavioral psychology, 52
benchmark tests, 11–12
best-answer multiple choice items, 196, 203, 209
bias
anecdotal records, 318, 319
culture-fair testing, 431–432
fairness to minorities, 18–20
halo effect, 256, 278
letter grades, 378–379
portfolios, 309
rating errors, 277
bimodal scores, 503
bluffing, 257
Boehm Test of Basic Concepts, 412, 421
building report card, 5–6
Buros Institute of Mental Measurements Guides, 440
C
California Achievement Tests, 407, 427
California Golden State Exam (GSE), 301
Cattell, R. B., 431
cause-and-effect relationships, 181, 200–201
central tendency, measures of, 493, 501–503
central tendency error, rating scales, 277
changing-alternatives scales, 275
character traits, 324
cheating, discouraging, 348–349
checklists, as rating measure, 281–284
clarity, of rating scales, 280
clarity, of test items
essay questions, 244
multiple choice, 205–206
performance assessments, 269
class discussion, test results, 351, 353
classification exercise. See interpretive exercises
classroom tests/assessments. See also performance assessments
administration of, 347–349
constructing, 160–162, 337, 341–342, 351–354
directions, preparation, 342–346
evaluation checklist, 352–353
general suggestions, 166–167
item-analysis procedures, 354–362
reliability, 127
reproduction of, 347
reviewing test items/tasks, 337–341, 340
test result validity, 102
vs standardized achievement tests, 399–402
clues
answer blanks, 178
grammatical consistency, 166, 207, 339
item-analysis, 353–354
matching items, 189, 190
test administration, 348
test validity and, 98
true-false items, 183, 184, 186
unintended, 163–166
verbal associations, 165, 166, 211–212
cluster-type true-false items, 209
Code of Fair Testing Practices in Education, 438, 441–442
coefficient alpha, 114–115, 118, 128
coefficient alpha interrater, 110
Cognitive Abilities Test (CogAT), 421, 426, 427, 432–435
cognitive ability tests, 420
cognitive development, 53
cognitive domain, 55–56, 527–528
Cognitive Skills Quotient, 479
Cohen's kappa, 130–131
collaborative assessments, portfolios, 309
college admissions test, 15–16, 111
comparable forms, 134, 399
complex achievement, measuring, 218–219, 260–261. See also performance assessments
complex learning outcomes, 240, 241, 418
composite score, 379–381
comprehension, 55, 238, 409–411
computer-based testing, 12–14
computer simulations, 14, 15, 261–262
conceptual skills, 37
concurrent validation study, 86
confidence bands, 120–121, 392, 480–482
consequences of testing, 14. See also results, uses of
consistency, results See also reliability
comparing methods, 118
internal measures, 110, 113, 128
interrater consistency, 115–118
percentage of, 130
ratings, 110
constant-alternatives scales, 275
construct considerations, 80–85, 98
content domain, assessment, 75–77
content-free objectives, 64
content-oriented tests, 408, 409, 410, 418, 419
content referenced assessments, 40. See also criterion-referenced assessments
content standards
customized tests, 397, 438
district standards, 79, 397
objectives, sources of, 57, 58
sources for, 515–516
state standards, 57, 79, 397, 438
validity and, 79
correct-answer multiple choice items, 195
correlation, measures of, 493
correlation, test results, 87–91
correlation coefficient, 87–92, 109–110, 112, 114, 507–510
cost effectiveness, 37, 134
course objectives, 30
creativity skills, 219, 239, 324
CRESST scoring rubric, 252–254
criterion, 86, 102
criterion-referenced assessments
item-analysis, 356
item/task effectiveness, 351–354
raw scores, 462
skill analysis, 482
using results, 454
criterion-related validation, 86
critical thinking skills, 64, 180, 219, 324
CTB/McGraw-Hill test batteries, 402
Culture-Fair Intelligence Tests, 431
culture-fair testing, 431–432
culture-oriented aptitude tests, 418, 419
Current Index to Journals in Education, 442
curriculum, 95. See also content standards; learning outcomes; objectives, instructional
Curriculum and Evaluation Standards, 47
curriculum guides, 57
curve, grading, 120, 383, 472–474, 478
Abbreviated Battery, 403
ability spectrum, 418
absolute grading, 381–382, 384
abstract reasoning skills, 418
academic self-concept, 315
accommodations, 9
accountability, teacher, 402, 456–457
accuracy, of results, 392
achievement domain, 76
achievement tests
content-oriented, 409, 410
customized, 413–414
equivalent forms, 112
item-discriminating power, 357
maximum performance, 36–37
published, 79
readiness, 411–413
reading, 409–411
standardized, 398–402
test batteries, 402–409
vs aptitude tests, 417–420
adaptive tests, 13
adjustment inventories, 36, 43
administration, of test
ease of, 133
standards for, 445–446
time required, 98, 125, 133
validity and, 99
affective domain, 55–56, 529–530
agreement, percentage, 130
all of the above, 214
alternate forms. See equivalent-forms
alternative assessments, 8, 261–266
alternative response items See also true-false test items
advantages/limitations, 182–184
constructing, 184–186
uses for, 179–182
ambiguity, 98, 163, 166, 184, 338, 353
American Educational Research Association (AERA), 73
analysis skills, 55, 239
analytic scores, 249–250
analytic scoring rubrics, 249–250, 255, 280, 307
ancillary skills, 82
anecdotal records, 36, 314–321
answer blanks, 178
answers, patterns, 98
anxiety, test, 16, 347–349, 449
application skills, 54–55, 58, 160, 199–201
appreciations, learning outcomes, 55, 315
aptitude tests
culture-fair testing, 431–432
differential testing, 432–435
group tests, 420–426
individual tests, 426–430
maximum performance measures, 36–37
predictions from, 419
test batteries, 402
using results, 430–431, 454
vs achievement tests, 417–420
area conversion, score distribution, 475
arguments, developing, 239. See also essay questions
Armed Services Vocational Aptitude Battery (ASVAB), 434
arrangement of items, 98
assessment
categories of, 36–44
definition, 28–29
general principles, 29–31
instructional process and, 32–36
assessment-criterion relationships
correlating, 87–91, 100
criterion problem, 94–95
estimating present performance, 91–92
expectancy table, 92–94
predicting future performance, 87
assessment plan, 336, 352
Assessment System Corporation, 364
Assessment Training Institute, 21
assumptions, recognizing, 222
attitude assessments, 36, 43, 55, 58, 325–328
authentic assessments, 8, 261–266. See also performance assessments
authentic problems, 53
B
bar graphs, 497–498
barriers to performance, 162–163
Basic Achievement Skills Individual Screener, 414
basic skill batteries, 408
behavioral psychology, 52
benchmark tests, 11–12
best-answer multiple choice items, 196, 203, 209
bias
anecdotal records, 318, 319
culture-fair testing, 431–432
fairness to minorities, 18–20
halo effect, 256, 278
letter grades, 378–379
portfolios, 309
rating errors, 277
bimodal scores, 503
bluffing, 257
Boehm Test of Basic Concepts, 412, 421
building report card, 5–6
Buros Institute of Mental Measurements Guides, 440
C
California Achievement Tests, 407, 427
California Golden State Exam (GSE), 301
Cattell, R. B., 431
cause-and-effect relationships, 181, 200–201
central tendency, measures of, 493, 501–503
central tendency error, rating scales, 277
changing-alternatives scales, 275
character traits, 324
cheating, discouraging, 348–349
checklists, as rating measure, 281–284
clarity, of rating scales, 280
clarity, of test items
essay questions, 244
multiple choice, 205–206
performance assessments, 269
class discussion, test results, 351, 353
classification exercise. See interpretive exercises
classroom tests/assessments. See also performance assessments
administration of, 347–349
constructing, 160–162, 337, 341–342, 351–354
directions, preparation, 342–346
evaluation checklist, 352–353
general suggestions, 166–167
item-analysis procedures, 354–362
reliability, 127
reproduction of, 347
reviewing test items/tasks, 337–341, 340
test result validity, 102
vs standardized achievement tests, 399–402
clues
answer blanks, 178
grammatical consistency, 166, 207, 339
item-analysis, 353–354
matching items, 189, 190
test administration, 348
test validity and, 98
true-false items, 183, 184, 186
unintended, 163–166
verbal associations, 165, 166, 211–212
cluster-type true-false items, 209
Code of Fair Testing Practices in Education, 438, 441–442
coefficient alpha, 114–115, 118, 128
coefficient alpha interrater, 110
Cognitive Abilities Test (CogAT), 421, 426, 427, 432–435
cognitive ability tests, 420
cognitive development, 53
cognitive domain, 55–56, 527–528
Cognitive Skills Quotient, 479
Cohen's kappa, 130–131
collaborative assessments, portfolios, 309
college admissions test, 15–16, 111
comparable forms, 134, 399
complex achievement, measuring, 218–219, 260–261. See also performance assessments
complex learning outcomes, 240, 241, 418
composite score, 379–381
comprehension, 55, 238, 409–411
computer-based testing, 12–14
computer simulations, 14, 15, 261–262
conceptual skills, 37
concurrent validation study, 86
confidence bands, 120–121, 392, 480–482
consequences of testing, 14. See also results, uses of
consistency, results See also reliability
comparing methods, 118
internal measures, 110, 113, 128
interrater consistency, 115–118
percentage of, 130
ratings, 110
constant-alternatives scales, 275
construct considerations, 80–85, 98
content domain, assessment, 75–77
content-free objectives, 64
content-oriented tests, 408, 409, 410, 418, 419
content referenced assessments, 40. See also criterion-referenced assessments
content standards
customized tests, 397, 438
district standards, 79, 397
objectives, sources of, 57, 58
sources for, 515–516
state standards, 57, 79, 397, 438
validity and, 79
correct-answer multiple choice items, 195
correlation, measures of, 493
correlation, test results, 87–91
correlation coefficient, 87–92, 109–110, 112, 114, 507–510
cost effectiveness, 37, 134
course objectives, 30
creativity skills, 219, 239, 324
CRESST scoring rubric, 252–254
criterion, 86, 102
criterion-referenced assessments
item-analysis, 356
item/task effectiveness, 351–354
raw scores, 462
skill analysis, 482
using results, 454
criterion-related validation, 86
critical thinking skills, 64, 180, 219, 324
CTB/McGraw-Hill test batteries, 402
Culture-Fair Intelligence Tests, 431
culture-fair testing, 431–432
culture-oriented aptitude tests, 418, 419
Current Index to Journals in Education, 442
curriculum, 95. See also content standards; learning outcomes; objectives, instructional
Curriculum and Evaluation Standards, 47
curriculum guides, 57
curve, grading, 120, 383, 472–474, 478