Handbook of Test Development (eBook, ePUB)
Redaktion: Lane, Suzanne; Haladyna, Thomas M.; Raymond, Mark R.
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Handbook of Test Development (eBook, ePUB)
Redaktion: Lane, Suzanne; Haladyna, Thomas M.; Raymond, Mark R.
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Edited by Suzanne Lane, Mark R. Raymond, and Thomas M. Haladyna, The Handbook of Test Development , 2nd edition, is based on the revised Standards for Educational and Psychological Testing , and 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.
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Edited by Suzanne Lane, Mark R. Raymond, and Thomas M. Haladyna, The Handbook of Test Development, 2nd edition, is based on the revised Standards for Educational and Psychological Testing, and 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.
Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 692
- Erscheinungstermin: 8. Oktober 2015
- Englisch
- ISBN-13: 9781136242564
- Artikelnr.: 43978591
- Verlag: Taylor & Francis
- Seitenzahl: 692
- Erscheinungstermin: 8. Oktober 2015
- Englisch
- ISBN-13: 9781136242564
- Artikelnr.: 43978591
Suzanne Lane is a Professor in the Research Methodology program in the School of Education at the University of Pittsburgh. Mark R. Raymond is Research Director and Principal Assessment Scientist at the National Board of Medical Examiners in Philadelphia, PA. Thomas M. Haladyna is Professor Emeritus at Arizona State University.
I. FOUNDATIONS. 1. Test Development Process. Suzanne Lane, Mark R.Raymond,
Thomas M. Haladyna, and Steven M. Downing. 2. Test Design and Development
Following the Standards for Educational and Psychological Testing. Laurie
L. Wise and Barbara S. Plake. 3. Evidence-Centered Design. Michelle M.
Riconscente, Robert J. Mislevy, and Seth Corrigan. 4. Validation
Strategies: Delineating and Validating Proposed Interpretations and Uses of
Test Scores. Michael Kane. 5. Developing Fair Tests. Michael J. Zieky. 6.
Contracting for Test Services. Edward Roeber and E. Roger Trent. II.
CONTENT. 7. Determining Content and Cognitive Demand for Achievement Tests.
Marianne Perie and Kristen Huff. 8. Job Analysis, Practice Analysis, and
the Content of Credentialing Examinations. Mark R. Raymond. 9. Learning
Progressions as a Guide for Design: Recommendations Based on Observations
from a Mathematics Assessment. Edith Aurora Graf and Peter W. van Rijn. 10.
Designing Tests to Measure Personal Attributes and Noncognitive Skills.
Patrick C. Kyllonen. 11. Setting Performance Standards on Tests. Gregory J.
Cizek and Darin S. Earnest. III. ITEM DEVLOPMENT AND SCORING. 12. Web-based
Item Development and Banking. Timothy J. Muckle. 13. Selected-Response Item
Development. Michael C. Rodriguez. 14. Design of Performance Assessments in
Education. Suzanne Lane and Emi Iwatani. 15. Using Performance Tasks in
Credentialing Tests. Kimberly A. Swygert & David M. Williamson. 16.
Computerized Innovative Item Formats: Achievement and Credentialing.
Stephen G. Sireci and April L. Zenisky. 17. Recent Innovations in Machine
Scoring of Student and Test Taker Written and Spoken Responses. Mark D.
Shermis, Jill Burstein, Christopher Brew, Derrick Higgins, and Klaus
Zechner. 18. Language Issues in Item Development. Jamal Abedi. 19. Item and
Test Design Considerations for Students with Special Needs. Stephen N.
Elliott and Ryan J. Kettler. 20. Item Analysis for Selected-Response Test
Items. Thomas M. Haladyna. 21. Automatic Item Generation. Mark J. Gierl and
Hollis Lai. IV. TEST DESIGN AND ASSEMBLY. 22. Practical Issues in Designing
and Maintaining Multiple Test Forms. Cathy LW Wendler and Michael E.
Walker. 23. Vertical Scales. Michael J. Young and Ye Tong. 24. Designing
Computerized Adaptive Tests. Tim Davey, Mary J. Pitoniak, and Sharon Cadman
Slater. 25. Applications of Item Response Theory: Item and Test Information
Functions for Designing and Building Mastery Tests. Richard M. Luecht. 26.
Optimal Test Assembly. Wim J. van der Linden. V. PRODUCTION, PREPARATION,
ADMINISTRATION, REPORTING, DOCUMENTATION, AND EVALUATION. 27. Test
Production. Dan Campion. 28. Preparing Examinees for Test Taking:
Guidelines for Test Developers. N. Scott Bishop and Susan Davis-Becker. 29.
Test Administration. Rose C. McCallin. 30. A Model and Good Practices for
Score Reporting. April L. Zenisky and Ronald K. Hambleton. 31.
Documentation to Support Test Score Interpretation and Use. Steve Ferrara
and Emily Lai. 32. Test Evaluation. Kurt F. Geisinger.
Thomas M. Haladyna, and Steven M. Downing. 2. Test Design and Development
Following the Standards for Educational and Psychological Testing. Laurie
L. Wise and Barbara S. Plake. 3. Evidence-Centered Design. Michelle M.
Riconscente, Robert J. Mislevy, and Seth Corrigan. 4. Validation
Strategies: Delineating and Validating Proposed Interpretations and Uses of
Test Scores. Michael Kane. 5. Developing Fair Tests. Michael J. Zieky. 6.
Contracting for Test Services. Edward Roeber and E. Roger Trent. II.
CONTENT. 7. Determining Content and Cognitive Demand for Achievement Tests.
Marianne Perie and Kristen Huff. 8. Job Analysis, Practice Analysis, and
the Content of Credentialing Examinations. Mark R. Raymond. 9. Learning
Progressions as a Guide for Design: Recommendations Based on Observations
from a Mathematics Assessment. Edith Aurora Graf and Peter W. van Rijn. 10.
Designing Tests to Measure Personal Attributes and Noncognitive Skills.
Patrick C. Kyllonen. 11. Setting Performance Standards on Tests. Gregory J.
Cizek and Darin S. Earnest. III. ITEM DEVLOPMENT AND SCORING. 12. Web-based
Item Development and Banking. Timothy J. Muckle. 13. Selected-Response Item
Development. Michael C. Rodriguez. 14. Design of Performance Assessments in
Education. Suzanne Lane and Emi Iwatani. 15. Using Performance Tasks in
Credentialing Tests. Kimberly A. Swygert & David M. Williamson. 16.
Computerized Innovative Item Formats: Achievement and Credentialing.
Stephen G. Sireci and April L. Zenisky. 17. Recent Innovations in Machine
Scoring of Student and Test Taker Written and Spoken Responses. Mark D.
Shermis, Jill Burstein, Christopher Brew, Derrick Higgins, and Klaus
Zechner. 18. Language Issues in Item Development. Jamal Abedi. 19. Item and
Test Design Considerations for Students with Special Needs. Stephen N.
Elliott and Ryan J. Kettler. 20. Item Analysis for Selected-Response Test
Items. Thomas M. Haladyna. 21. Automatic Item Generation. Mark J. Gierl and
Hollis Lai. IV. TEST DESIGN AND ASSEMBLY. 22. Practical Issues in Designing
and Maintaining Multiple Test Forms. Cathy LW Wendler and Michael E.
Walker. 23. Vertical Scales. Michael J. Young and Ye Tong. 24. Designing
Computerized Adaptive Tests. Tim Davey, Mary J. Pitoniak, and Sharon Cadman
Slater. 25. Applications of Item Response Theory: Item and Test Information
Functions for Designing and Building Mastery Tests. Richard M. Luecht. 26.
Optimal Test Assembly. Wim J. van der Linden. V. PRODUCTION, PREPARATION,
ADMINISTRATION, REPORTING, DOCUMENTATION, AND EVALUATION. 27. Test
Production. Dan Campion. 28. Preparing Examinees for Test Taking:
Guidelines for Test Developers. N. Scott Bishop and Susan Davis-Becker. 29.
Test Administration. Rose C. McCallin. 30. A Model and Good Practices for
Score Reporting. April L. Zenisky and Ronald K. Hambleton. 31.
Documentation to Support Test Score Interpretation and Use. Steve Ferrara
and Emily Lai. 32. Test Evaluation. Kurt F. Geisinger.
I. FOUNDATIONS. 1. Test Development Process. Suzanne Lane, Mark R.Raymond,
Thomas M. Haladyna, and Steven M. Downing. 2. Test Design and Development
Following the Standards for Educational and Psychological Testing. Laurie
L. Wise and Barbara S. Plake. 3. Evidence-Centered Design. Michelle M.
Riconscente, Robert J. Mislevy, and Seth Corrigan. 4. Validation
Strategies: Delineating and Validating Proposed Interpretations and Uses of
Test Scores. Michael Kane. 5. Developing Fair Tests. Michael J. Zieky. 6.
Contracting for Test Services. Edward Roeber and E. Roger Trent. II.
CONTENT. 7. Determining Content and Cognitive Demand for Achievement Tests.
Marianne Perie and Kristen Huff. 8. Job Analysis, Practice Analysis, and
the Content of Credentialing Examinations. Mark R. Raymond. 9. Learning
Progressions as a Guide for Design: Recommendations Based on Observations
from a Mathematics Assessment. Edith Aurora Graf and Peter W. van Rijn. 10.
Designing Tests to Measure Personal Attributes and Noncognitive Skills.
Patrick C. Kyllonen. 11. Setting Performance Standards on Tests. Gregory J.
Cizek and Darin S. Earnest. III. ITEM DEVLOPMENT AND SCORING. 12. Web-based
Item Development and Banking. Timothy J. Muckle. 13. Selected-Response Item
Development. Michael C. Rodriguez. 14. Design of Performance Assessments in
Education. Suzanne Lane and Emi Iwatani. 15. Using Performance Tasks in
Credentialing Tests. Kimberly A. Swygert & David M. Williamson. 16.
Computerized Innovative Item Formats: Achievement and Credentialing.
Stephen G. Sireci and April L. Zenisky. 17. Recent Innovations in Machine
Scoring of Student and Test Taker Written and Spoken Responses. Mark D.
Shermis, Jill Burstein, Christopher Brew, Derrick Higgins, and Klaus
Zechner. 18. Language Issues in Item Development. Jamal Abedi. 19. Item and
Test Design Considerations for Students with Special Needs. Stephen N.
Elliott and Ryan J. Kettler. 20. Item Analysis for Selected-Response Test
Items. Thomas M. Haladyna. 21. Automatic Item Generation. Mark J. Gierl and
Hollis Lai. IV. TEST DESIGN AND ASSEMBLY. 22. Practical Issues in Designing
and Maintaining Multiple Test Forms. Cathy LW Wendler and Michael E.
Walker. 23. Vertical Scales. Michael J. Young and Ye Tong. 24. Designing
Computerized Adaptive Tests. Tim Davey, Mary J. Pitoniak, and Sharon Cadman
Slater. 25. Applications of Item Response Theory: Item and Test Information
Functions for Designing and Building Mastery Tests. Richard M. Luecht. 26.
Optimal Test Assembly. Wim J. van der Linden. V. PRODUCTION, PREPARATION,
ADMINISTRATION, REPORTING, DOCUMENTATION, AND EVALUATION. 27. Test
Production. Dan Campion. 28. Preparing Examinees for Test Taking:
Guidelines for Test Developers. N. Scott Bishop and Susan Davis-Becker. 29.
Test Administration. Rose C. McCallin. 30. A Model and Good Practices for
Score Reporting. April L. Zenisky and Ronald K. Hambleton. 31.
Documentation to Support Test Score Interpretation and Use. Steve Ferrara
and Emily Lai. 32. Test Evaluation. Kurt F. Geisinger.
Thomas M. Haladyna, and Steven M. Downing. 2. Test Design and Development
Following the Standards for Educational and Psychological Testing. Laurie
L. Wise and Barbara S. Plake. 3. Evidence-Centered Design. Michelle M.
Riconscente, Robert J. Mislevy, and Seth Corrigan. 4. Validation
Strategies: Delineating and Validating Proposed Interpretations and Uses of
Test Scores. Michael Kane. 5. Developing Fair Tests. Michael J. Zieky. 6.
Contracting for Test Services. Edward Roeber and E. Roger Trent. II.
CONTENT. 7. Determining Content and Cognitive Demand for Achievement Tests.
Marianne Perie and Kristen Huff. 8. Job Analysis, Practice Analysis, and
the Content of Credentialing Examinations. Mark R. Raymond. 9. Learning
Progressions as a Guide for Design: Recommendations Based on Observations
from a Mathematics Assessment. Edith Aurora Graf and Peter W. van Rijn. 10.
Designing Tests to Measure Personal Attributes and Noncognitive Skills.
Patrick C. Kyllonen. 11. Setting Performance Standards on Tests. Gregory J.
Cizek and Darin S. Earnest. III. ITEM DEVLOPMENT AND SCORING. 12. Web-based
Item Development and Banking. Timothy J. Muckle. 13. Selected-Response Item
Development. Michael C. Rodriguez. 14. Design of Performance Assessments in
Education. Suzanne Lane and Emi Iwatani. 15. Using Performance Tasks in
Credentialing Tests. Kimberly A. Swygert & David M. Williamson. 16.
Computerized Innovative Item Formats: Achievement and Credentialing.
Stephen G. Sireci and April L. Zenisky. 17. Recent Innovations in Machine
Scoring of Student and Test Taker Written and Spoken Responses. Mark D.
Shermis, Jill Burstein, Christopher Brew, Derrick Higgins, and Klaus
Zechner. 18. Language Issues in Item Development. Jamal Abedi. 19. Item and
Test Design Considerations for Students with Special Needs. Stephen N.
Elliott and Ryan J. Kettler. 20. Item Analysis for Selected-Response Test
Items. Thomas M. Haladyna. 21. Automatic Item Generation. Mark J. Gierl and
Hollis Lai. IV. TEST DESIGN AND ASSEMBLY. 22. Practical Issues in Designing
and Maintaining Multiple Test Forms. Cathy LW Wendler and Michael E.
Walker. 23. Vertical Scales. Michael J. Young and Ye Tong. 24. Designing
Computerized Adaptive Tests. Tim Davey, Mary J. Pitoniak, and Sharon Cadman
Slater. 25. Applications of Item Response Theory: Item and Test Information
Functions for Designing and Building Mastery Tests. Richard M. Luecht. 26.
Optimal Test Assembly. Wim J. van der Linden. V. PRODUCTION, PREPARATION,
ADMINISTRATION, REPORTING, DOCUMENTATION, AND EVALUATION. 27. Test
Production. Dan Campion. 28. Preparing Examinees for Test Taking:
Guidelines for Test Developers. N. Scott Bishop and Susan Davis-Becker. 29.
Test Administration. Rose C. McCallin. 30. A Model and Good Practices for
Score Reporting. April L. Zenisky and Ronald K. Hambleton. 31.
Documentation to Support Test Score Interpretation and Use. Steve Ferrara
and Emily Lai. 32. Test Evaluation. Kurt F. Geisinger.