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Alternative Approaches to the Assessment of Achievement

  • Book
  • © 1987

Overview

Editors:
  1. David L. McArthur

    1. Center for Student Testing, Evaluation and Standards, Graduate School of Education, University of California Los Angeles, Los Angeles, USA

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Part of the book series: Evaluation in Education and Human Services (EEHS, volume 16)

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Table of contents (9 chapters)

  1. Front Matter

    Pages I-XVII
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  2. Educational Assessment: A Brief History

    • David L. McArthur
    Pages 1-20

  3. Toward More Sensible Achievement Measurement: A Retrospective

    • David L. McArthur
    Pages 21-77

  4. Analysis of Patterns: The S-P Technique

    • David L. McArthur
    Pages 79-98

  5. The Rasch Model for Item Analysis

    • David L. McArthur
    Pages 99-127

  6. The Three-Parameter Logistic Model

    • David L. McArthur
    Pages 129-158

  7. Measuring Achievement with Latent Structure Models

    • David L. McArthur
    Pages 159-186

  8. Generalizability Theory and Achievement Testing

    • David L. McArthur
    Pages 187-231

  9. Analysis of Reading Comprehension Data

    • David L. McArthur
    Pages 233-248

  10. A Comparison of Models for Measuring Achievement

    • David L. McArthur
    Pages 249-265

  11. Back Matter

    Pages 267-268
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Keywords

About this book

Ingrained for many years in the science of educational assessment were a large number of "truths" about how to make sense out of testing results, artful wisdoms that appear to have held away largely by force of habit alone. Practitioners and researchers only occasionally agreed about how tests should be designed, and were even further apart when they came to interpreting test responses by any means other than categorically "right" or "wrong." Even the best innovations were painfully slow to be incorporated into practice. The traditional approach to testing was developed to accomplish only two tasks: to provide ranking of students, or to select relatively small proportions of students for special treatment. In these tasks it was fairly effective, but it is increasingly seen as inadequate for the broader spectrum of issues that educational measurement is now called upon to address. Today the range of questions being asked of educational test data is itself growing by leaps and bounds. Fortunately, to meet this challenge we have available a wide panoply of resource tools for assessment which deserve serious attention. Many of them have exceptionally sOphisticated mathematical foundations, and succeed well where older and less versatile techniques fail dismally. Yet no single new tool can conceivably cover the entire arena.

Editors and Affiliations

  • Center for Student Testing, Evaluation and Standards, Graduate School of Education, University of California Los Angeles, Los Angeles, USA

    David L. McArthur

Bibliographic Information

  • Book Title: Alternative Approaches to the Assessment of Achievement

  • Editors: David L. McArthur

  • Series Title: Evaluation in Education and Human Services

  • DOI: https://doi.org/10.1007/978-94-009-3257-9

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Kluwer Academic Publishers 1987

  • Hardcover ISBN: 978-0-89838-190-0Due: 31 March 1987

  • Softcover ISBN: 978-94-010-7961-7Published: 21 September 2011

  • eBook ISBN: 978-94-009-3257-9Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: XVII, 268

  • Topics: Assessment, Testing and Evaluation, Education, general

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