Despite the fact that test development is a growth industry that cuts across all levels of education and all the professions, there has never been a ...Show synopsisDespite the fact that test development is a growth industry that cuts across all levels of education and all the professions, there has never been a comprehensive, research-oriented Handbook to which everyone (developers and consumers) can turn for guidance. That is the mission of this book. The Handbook of Test Development brings together well-known scholars and test-development practitioners to present chapters on all aspects of test development. Each chapter contributor is not only a recognized expert with an academic and research background in their designated topic, each one has also had hands-on experience in various aspects of test development. This thirty two-chapter volume is organized into six sections: foundations, content, item development, test design, test production and administration, and post-test activities. The Handbook provides extensive treatment of such important but unrecognized topics as contracting for testing services, item banking, designing tests for small testing program, and writing technical reports. The Handbook is based on the Standards for Educational and Psychological Testing, which serve as the foundation for sound test development practice. These chapters also suggest best test development practices and highlight methods to improve test validity evidence. This book is appropriate for graduate courses and seminars that deal with test development and usage, professional testing services and credentialing agencies, state and local boards of education, and academic libraries serving these groups.Hide synopsis
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Description:BRAND NEW PAPERBACK. 10 by 7.008 inches. This book is printed on...BRAND NEW PAPERBACK. 10 by 7.008 inches. This book is printed on demand. (allow 1-2 weeks for printing) (792 pages) despite the fact that test development is a growth industry that cuts across all levels of education and all the professions, there has never been a comprehensive, research-oriented handbook to which everyone (developers and consumers) can turn for guidance. that is the mission of this book. the handbook of test development brings together well-known scholars and test-development practitioners to present chapters on all aspects of test development. each chapter contributor is not only a recognized expert with an academic and research background in their designated topic, each one has also had hands-on experience in various aspects of test development. this thirty two-chapter volume is organized into six sections: foundations, content, item development, test design, test production and administration, and post-test activities. the handbook provides extensive treatment of such important but unrecognized topics as contracting for testing services, item banking, designing tests for small testing program, and writing technical reports. the handbook is based on the standards for educational and psychological testing, which serve as the foundation for sound test development practice. these chapters also suggest best test development practices and highlight methods to improve test validity evidence. this book is appropriate for graduate courses and seminars that deal with test development and usage, professional testing services and credentialing agencies, state and local boards of education, and academic libraries serving these groups. contents: s.m. downing, t.m. haladyna, preface. part i: foundations. s.m. downing, twelve steps for effective test development. r.l. linn, the standards for educational and psychological testing: guidance in test development. e.r. trent, e. roeber, contracting for testing services. r.j. mislevy, m.m. riconscente, evidence-centered assessment design. j.c. impara, d. foster, item and test development strategies to minimize test fraud. l. crocker, preparing examinees for test taking: guidelines for test developers and test users. part ii: content. m. kane, content-related validity evidence in test development. n.l. webb, identifying content for student achievement tests. m. raymond, s. neustel, determining the content of credentialing examinations. g.j. cizek, standard setting. part iii: item development. c.d. vale, computerized item banking. s.m. downing, selected-response item formats in test development. c. welch, item and prompt development in performance testing. s.g. sireci, a.l. zenisky, innovative item formats in computer-based testing: in pursuit of improved construct representation. r.a. baranowski, item editing and editorial review. m. zieky, fairness reviews in assessment. j. abedi, language issues in item development. r.k. hambleton, s.j. jirka, anchor-based methods for judgmentally estimating item statistics. s.a. livingston, item analysis. part iv: test design. c. l.w. wendler, m.e. walker, practical issues in designing and maintaining multiple test forms for large-scale programs. m.j. young, vertical scales. p. jones, r.w. smith, d. talley, developing test forms for small-scale achievement testing systems. g.h. roid, designing ability tests. t. davey, m.j. pitoniak, designing computerized adaptive tests. r.m. luecht, designing tests for pass-fail decisions using item response theory. part v: test production and administration. d. campion, s. miller, test production effects on validity. r.c. mccallin, test administration. m.l. thurlow, s.j. thompson, s.s. lazarus, considerations for the administration of tests to special needs students: accommodations, modifications, and more. part vi: posttest activities. j.m. ryan, practices, issues, and trends in student test score reporting. d.f. becker, m.r. pomplun, technical reporting and documentation. c.w. buckendahl, b.s. plake, evaluating tests....
Description:BRAND NEW HARDBACK. 10 by 7.008 inches. This book is printed on...BRAND NEW HARDBACK. 10 by 7.008 inches. This book is printed on demand. (allow 1-2 weeks for printing) (792 pages) despite the fact that test development is a growth industry that cuts across all levels of education and all the professions, there has never been a comprehensive, research-oriented handbook to which everyone (developers and consumers) can turn for guidance. that is the mission of this book. the handbook of test development brings together well-known scholars and test-development practitioners to present chapters on all aspects of test development. each chapter contributor is not only a recognized expert with an academic and research background in their designated topic, each one has also had hands-on experience in various aspects of test development. this thirty two-chapter volume is organized into six sections: foundations, content, item development, test design, test production and administration, and post-test activities. the handbook provides extensive treatment of such important but unrecognized topics as contracting for testing services, item banking, designing tests for small testing program, and writing technical reports. the handbook is based on the standards for educational and psychological testing, which serve as the foundation for sound test development practice. these chapters also suggest best test development practices and highlight methods to improve test validity evidence. this book is appropriate for graduate courses and seminars that deal with test development and usage, professional testing services and credentialing agencies, state and local boards of education, and academic libraries serving these groups. contents: s.m. downing, t.m. haladyna, preface. part i: foundations. s.m. downing, twelve steps for effective test development. r.l. linn, the standards for educational and psychological testing: guidance in test development. e.r. trent, e. roeber, contracting for testing services. r.j. mislevy, m.m. riconscente, evidence-centered assessment design. j.c. impara, d. foster, item and test development strategies to minimize test fraud. l. crocker, preparing examinees for test taking: guidelines for test developers and test users. part ii: content. m. kane, content-related validity evidence in test development. n.l. webb, identifying content for student achievement tests. m. raymond, s. neustel, determining the content of credentialing examinations. g.j. cizek, standard setting. part iii: item development. c.d. vale, computerized item banking. s.m. downing, selected-response item formats in test development. c. welch, item and prompt development in performance testing. s.g. sireci, a.l. zenisky, innovative item formats in computer-based testing: in pursuit of improved construct representation. r.a. baranowski, item editing and editorial review. m. zieky, fairness reviews in assessment. j. abedi, language issues in item development. r.k. hambleton, s.j. jirka, anchor-based methods for judgmentally estimating item statistics. s.a. livingston, item analysis. part iv: test design. c. l.w. wendler, m.e. walker, practical issues in designing and maintaining multiple test forms for large-scale programs. m.j. young, vertical scales. p. jones, r.w. smith, d. talley, developing test forms for small-scale achievement testing systems. g.h. roid, designing ability tests. t. davey, m.j. pitoniak, designing computerized adaptive tests. r.m. luecht, designing tests for pass-fail decisions using item response theory. part v: test production and administration. d. campion, s. miller, test production effects on validity. r.c. mccallin, test administration. m.l. thurlow, s.j. thompson, s.s. lazarus, considerations for the administration of tests to special needs students: accommodations, modifications, and more. part vi: posttest activities. j.m. ryan, practices, issues, and trends in student test score reporting. d.f. becker, m.r. pomplun, technical reporting and documentation. c.w. buckendahl, b.s. plake, evaluating tests....
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