Measurement and evaluation in psychology and education. 7. ed.

Autor/in	Thorndike, Robert M.
Titel	Measurement and evaluation in psychology and education. 7. ed.
Quelle	Upper Saddle River, NJ u.a.: Pearson (2005), XIV, 510 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 483-494
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-13-019998-2
Schlagwörter	Erziehungswissenschaft; Datenerhebungstechnik; Evaluation; Methode; Reliabilität; Testkonstruktion; Validität; Psychologie; Intelligenztest; Interessentest; Persönlichkeitstest; Test; Testauswertung; Testdurchführung; Testverfahren; Kind; Leistungsbeurteilung; Lehrbuch; Messung; Messverfahren; Ethik; Verantwortung; Behinderung; Leistungsmessung
Abstract	This book is organized into three parts. The first part, chapters 1 to 6, provides a general overview of the issues in testing with which any user of test information should be familiar. It includes a chapter setting out the basic theme, followed by a chapter on necessary quantitative concepts, one on frames of reference (normative, ipsative, criterion, and latent trait), moves on to chapters on reliability and validity of measurement procedures, and concludes with a chapter on practical issues, including a discussion of where to get information on specific tests. Item response theory material has been added to Chapters 3 and 4, and the validity chapter (Chapter 5) has been expanded to include meta-analysis and validity generalization. The second part of the book, Chapters 7 to 12, provides measurement procedures for specific applications. Chapter 7 covers the kinds of decisions that must be made in educational settings and what kinds of information are needed for each kind of decision. Chapter 8, Aptitude Tests, has been updated with discussions of the latest revisions of the Woodcock-Johnson, Raven's Progressive Matrices, and Stanford-Binet, and some newer brief intelligence tests. Chapter 9, Standardized Achievement Tests, described both group and individually administered tests of achievement. Chapter 10 introduces rubrics for scoring essays and other methods for appraising behavior "on the fly" in nonstandardized settings. Chapter 11 introduces the major instruments for measuring interests, personality, and adjustment. Finally, Chapter 12 reviews methods for measuring attitudes and for constructing rating scales and checklists. The third part of the book has three chapters. Chapter 13 covers testing exceptional children and includes a discussion of historical and legal issues as well as practical issues in such assessment. Chapter 14 reviews the legal and ethical responsibilities of test users and test takers. The final chapter discusses the process of test construction with a primary focus on achievement testing. Guidelines for writing objective test items and procedures for item analysis form the major portion of the chapter, but suggestions for writing and scoring essay tests are also included. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/3