Download Achievement Testing: Recent Advances (Quantitative by Isaac I. Bejar PDF

By Isaac I. Bejar

A ebook which summarizes a few of the contemporary advances within the concept and perform of feat checking out, within the mild of technological advancements, and advancements in psychometric and mental concept. It presents an advent to the 2 significant psychometric types, merchandise reaction idea and generalizability idea, and assesses their strengths for various purposes. The publication closes with a few speculations concerning the way forward for fulfillment assessments for the evaluate of people, in addition to tracking of academic growth. `...the booklet includes worthy info for either rookies and for complex employees who wish an outline of modern paintings in success testing.' -- The magazine of the yank Statistical A

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Additional info for Achievement Testing: Recent Advances (Quantitative Applications in the Social Sciences)

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Some of the possibilities open to us will be discussed. In the last section I discuss the adequacy of existing models and procedures in view of technological advances and changing social expectations about the role of measurement in education. 2. Conceptualizing and Creating the Universe of Items A logical prerequisite to the generation of items is conceptualizing them in terms of the instructional program. Shoemaker (1975), for example, has argued that there must be an isomorphism between the instructional program and the items associated with it.

Domain- or criterion-referenced tests that depend on the R-S model for their mathematical underpinnings are thus devoid of a formal procedure of assessing item characteristics. As a result, sometimes test developers blindly use item statistics that were originally developed for norm-referenced tests, with criterion-referenced tests. The difficulties to which this leads is illustrated in discussion of test score variance. , Popham and Husek, 1969) that variability in achievement testing has no legitimate role; thus item indices, which also utilize observed score variance, have no legitimate role.

As a result, the reader should have some basic familiarity with analysis of variance (see the first paper, by Iversen and Norpoth, in this series) and with educational testing (see also Osterlind, 1983) in order to fully understand the arguments presented by Dr. Bejar. Achievement Testing discusses the psychometric foundations of test theory, including the basic outlines of the random sampling (R-S) model and its major competitor, the latent trait (L-T) model. The former assumes that items are sampled at random from a universe of items, whereas the latter assumes that there is a specific relationship between an item and the level of achievement.

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