Standards for educational and psychological testing.

Titel	Standards for educational and psychological testing.
Quelle	Washington: American Educational Research Association (2014), IX, 230 S.Verfügbarkeit
Beigaben	Diagramm
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-935302-35-2; 978-0-935302-35-6
Schlagwörter	Pädagogik; Evaluation; Reliabilität; Testkonstruktion; Validität; Psychologie; Lerntest; Test; Testauswertung; Testdurchführung; Recht; Fehler; Leistungsbeurteilung; Zeugnis; Programm; Messung; Gerechtigkeit; Verantwortung; Arbeitsplatz; Anwendungsbeispiel; Bewertung; Interpretation; Nutzung; Rechenschaftslegung; Standard; Arbeitnehmer; Dokumentation; Information
Abstract	[This book] is a joint product of the American Educational Research Association [AERA], the American Psychological Association (APA), and the National Council on Measurement in Education (NCME). Published collaboratively by the three organizations since 1966, it represents the gold standard in guidance on testing in the United States and worldwide. [...] In the past 15 years, important developments have occurred in the field of testing, requiring significant revision to [this book]. Five areas, in particular, receive attention in the 2014 revision: 1) Examining the accountability issues for the uses of tests in educational policy, 2) Broadening the concept of accessibility of tests for all examinees, 3) Representing more comprehensively the role of tests in the workplace, 4) Taking into account the expanding role of technology in testing, 5) Improving the structure of the book for better communication of the standards. [...] Among the problem areas addressed in this revision are the following: 1) The chapters on assessment, program evaluation, and public policy were rewritten to address the uses of tests for educational accountability purposes, 2) A new chapter on fairness in testing was added to emphasize accessibility and fairness as fundamental issues in testing. The topics formerly addressed in several chapters are now combined into a single, comprehensive chapter, more broadly cast to support appropriate testing and valid score interpretations for all examinees. Specific concerns about fairness are threaded throughout the book, 3) The chapter on workplace testing and credentialing was reorganized to clarify when a standard is relevant to employment or credentialing, 4) The impact of technology was considered throughout the volume. One major technology issue identified was the tension between the use of proprietary algorithms and test users' need to evaluate complex applications in areas such as automated scoring of essays, administering and scoring of innovative item types, and computer-based testing, 5) To improve readability, individual standards are now organized under themes, and each chapter in the Foundations section (Part I) now has an overarching standard. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/1