Criterion-referenced Language Testing looks at the practical applications of this new area of language testing.

It is an exceptionally thoughtful assessment of assessment, and I am (along with anyone else who broods about education) much in your debt. Jerome Bruner, personal communication with the authorWhen this award-winning book was originally published in 1994, a review in the TES said: Beyond Testing is a refreshingly honest look at the dilemmas faci

Criterion-Referenced Test Development is designed specifically for training professionals who need to better understand how to develop criterion-referenced tests (CRTs). This important resource offers step-by-step guidance for how to make and defend Level 2 testing decisions, how to write test questions and performance scales that match jobs, and how to show that those certified as ?masters? are truly masters. A comprehensive guide to the development and use of CRTs, the book provides information about a variety of topics, including different methods of test interpretations, test construction, item formats, test scoring, reliability and validation methods, test administration, a score reporting, as well as the legal and liability issues surrounding testing. New revisions include: Illustrative real-world examples. Issues of test security. Advice on the use of test creation software. Expanded sections on performance testing. Single administration techniques for calculating reliability. Updated legal and compliance guidelines. Order the third edition of this classic and comprehensive reference guide to the theory and practice of organizational tests today.

A new guide to conducting more comprehensive and meaningfulpsychological assessments of young children Early Childhood Assessment presents a thorough, step-by-stepapproach to the comprehensive psychological assessment of youngchildren. In addition to covering major psychological tests, thisinvaluable resource includes specific guidelines and formats forinterviewing parents and other caregivers, observing children andcaregiver-child interaction, conducting dynamic assessments,writing reports, and evaluating outcomes of recommendedinterventions. Dr. Lidz's approach encourages a broad range of observation with anoverarching objective of completing a picture of the "whole" child,from family life to social-emotional and neuropsychologicalfunctioning. She leads the reader through each step of acomprehensive assessment, touching on the major data sourcesnecessary for a full understanding of the child within differentenvironments. Throughout the book, Dr. Lidz advocates bestassessment practices that reflect the interests of children andfamilies. Features useful information on: * Conducting initial interviews and observations for setting thecourse of the assessment * Using standardized and nonstandardized approaches to generateboth qualitative and quantitative data * Viewing children and families within their culturalcontexts * Integrating assessment data sources to generate meaningfulrecommendations and readable reports Plus: * Includes unique chapters on play, observation of parent-child andteacher-child interactions, and dynamic assessment Early Childhood Assessment is a valuable tool for professionals andstudents who are concerned about the richness and complexity ofchildren's development within their families and communities.

Over the last 20 years there have been a large number of technical advances and changes in the field of educational and psychological testing. According to Anne Anastasi, The decade of the 1980's has been a period of unusual advances in ,psychological testing. Technological progress, theoretical sophistication, and increasing pro fessional responsibility are all evident in the fast-moving events in this field (A. Anastasi, Psychological Testing, Sixth Edition. New York: Macmillan, 1988). On the psychometric front, advances in topics such as item response theory, criterion-referenced measurement, generalizability theory,· analy sis of covariance structures, and validity generalization are reshaping the ways that ability and achievement tests are constructed and evaluated, and that test scores are interpreted. But \Jsychometric advances, as substantial and important as they have been, are only a fraction of the major changes in the field of testing. Today, for example, the computer is radically chang ing the ways in which tests are constructed, administered, and scored. Computers are being used to administer tests "adaptively." That is, the sequence of questions an examinee is administered depends upon his or her performance on earlier administered items in the test. Tests are "adapted" to the ability levels of the examinees who are being assessed. One result is shorter tests with little or no loss in measurement precision. Computers are also being used to store or bank test items. Later, items of interest can be selected, and the computer is used to print copies of the test.

Domain testing is the most widely taught technique in software testing. However, many of the presentations stick with examples that are too simple to provide a strong basis for applying the technique. Others focus on mathematical models or analysis of the program's source code. The Domain Testing Workbook will help you develop deep skill with this technique whether or not you have access to source code or an abiding interest in mathematics. The Domain Testing Workbook provides a schema to organize domain testing and test design, with dozens of practical problems and sample analyses. Readers can try their hand at applying the schema and compare their analyses against over 200 pages of worked examples. You will learn: when and how to use domain testing; how to apply a risk-focused approach with domain testing; how to use domain testing within a broader testing strategy; and how to use domain testing in an exploratory way. This book is for: Software testers who want to develop expertise in the field's most popular test technique Test managers who want to assess and improve their staff's skills Trainers and professors interested in adding depth and skill-based learning to black box testing or test design classes. Cem Kaner, J.D., Ph.D., is Professor of Software Engineering at the Florida Institute of Technology. Dr. Kaner is senior author of Testing Computer Software, Lessons Learned in Software Testing and Bad Software. The ACM's Special Interest Group for Computers and Society presented him with the Making a Difference Award in 2009 and the Software Test Professionals presented him with the Software Test Luminary Award in 2012. Kaner was a founder of the Association for Software Testing. He is lead developer of the BBST(TM) (Black Box Software Testing) courses and courseware. Sowmya Padmanabhan, M.Sc., currently works at Google as a Program Manager. Before that she worked in Program Management and Software Development/Test at Microsoft and at Texas Instruments. She has a Masters degree in Computer Sciences with a specialization in Software Testing. Sowmya's thesis involved extensive research in training new testers to do skilled Domain Testing. Douglas Hoffman, M.S.E.E., M.B.A, is an independent management consultant with Software Quality Methods, LLC. He is a Fellow of the American Society for Quality. He has authored numerous papers and is a contributing author of Experiences of Test Automation. He has taught several courses on software testing and test automation for the University of California's Extension campuses. He has served as President of the Association for Software Testing and of the Silicon Valley Software Quality Association and as Section Chair of the Silicon Valley Section of ASQ.