This new text provides the most current coverage of measurement and psychometrics in a single volume. Authors W. Holmes Finch and Brian F. French first review the basics of psychometrics and measurement, before moving on to more complex topics such as equating and scaling, item response theory, standard setting, and computer adaptive testing. Also included are discussions of cutting-edge topics utilized by practitioners in the field, such as automated test development, game-based assessment, and automated test scoring. This book is ideal for use as a primary text for graduate-level psychometrics/measurement courses, as well as for researchers in need of a broad resource for understanding test theory. Features: "How it Works" and "Psychometrics in the Real World" boxes break down important concepts through worked examples, and show how theory can be applied to practice. End-of-chapter exercises allow students to test their comprehension of the material, while suggested readings and website links provide resources for further investigation. A collection of free online resources include the full output from R, SPSS, and Excel for each of the analyses conducted in the book, as well as additional exercises, sample homework assignments, answer keys, and PowerPoint lecture slides.

"Prepared by the Joint Committee on Standards for Educatioanl and Psychological Testing of the American Educational Research Association, American Psychological Association and National Council on Measurement in Education"--T.p. verso.

From early answer sheets filled in with number 2 pencils, to tests administered by mainframe computers, to assessments wholly constructed by computers, it is clear that technology is changing the field of educational and psychological measurement. The numerous and rapid advances have immediate impact on test creators, assessment professionals, and those who implement and analyze assessments. This comprehensive new volume brings together leading experts on the issues posed by technological applications in testing, with chapters on game-based assessment, testing with simulations, video assessment, computerized test development, large-scale test delivery, model choice, validity, and error issues. Including an overview of existing literature and ground-breaking research, each chapter considers the technological, practical, and ethical considerations of this rapidly-changing area. Ideal for researchers and professionals in testing and assessment, Technology and Testing provides a critical and in-depth look at one of the most pressing topics in educational testing today. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This edition continues Sax's tradition of comprehensive and comprehensible coverage of testing and measurement principles while including the most recent theory and research.

Validity is the hallmark of quality for educational and psychological measurement. But what does quality mean in this context? And to what, exactly, does the concept of validity apply? These apparently innocuous questions parachute the unwary inquirer into a minefield of tricky ideas. This book guides you through this minefield, investigating how the concept of validity has evolved from the nineteenth century to the present day. Communicating complicated concepts straightforwardly, the authors answer questions like: What does ′validity′ mean? What does it mean to ′validate′? How many different kinds of validity are there? When does validation begin and end? Is reliability a part of validity, or distinct from it? This book will be of interest to anyone with a professional or academic interest in evaluating the quality of educational or psychological assessments, measurements and diagnoses.

Contributors to the volume represent an international "who's who" of research scientists from the fields of psychology and measurement. It offers the insights of these leading authorities regarding cognition and personality. In particular, they address the roles of constructs and values in clarifying the theoretical and empirical work in these fields, as well as their relation to educational assessment. It is intended for professionals and students in psychology and assessment, and almost anyone doing research in cognition and personality.

Going into its eighth edition, this book is a classic in the field of educational measurement. It was written from the point of view of the classroom teacher to answer the question, "What does a teacher need to know about the development and evaluation of educational measures and assessments?" This book fosters an understanding of how assessment and instruction are interrelated. It also cultivates learning the techniques and skills needed to develop tests and other evaluation procedures (e.g. portfolios), as well as teaches students to understand how to evaluate the validity and reliability of tests. Unlike many books in educational measurement, this book also gives readers what they need to know to properly interpret the results from standardized achievement and scholastic aptitude tests. Topics include: test reliability and validity; meaning and application of the norms; extraneous factors that influence performance of cognitive tests; the development of educational measures; and more. Teachers, principals, and counselors.

This book will critically examine the "do's" & "don'ts" in adapting tests for cross-cultural assessment and research.

A firm knowledge of factor analysis is key to understanding much published research in the social and behavioral sciences. Exploratory Factor Analysis by W. Holmes Finch provides a solid foundation in exploratory factor analysis (EFA), which along with confirmatory factor analysis, represents one of the two major strands in this field. The book lays out the mathematical foundations of EFA; explores the range of methods for extracting the initial factor structure; explains factor rotation; and outlines the methods for determining the number of factors to retain in EFA. The concluding chapter addresses a number of other key issues in EFA, such as determining the appropriate sample size for a given research problem, and the handling of missing data. It also offers brief introductions to exploratory structural equation modeling, and multilevel models for EFA. Example computer code, and the annotated output for all of the examples included in the text are available on an accompanying website.

Despite developments in research and practice on using examinee response process data in assessment design, the use of such data in test validation is rare. Validation of Score Meaning in the Next Generation of Assessments Using Response Processes highlights the importance of validity evidence based on response processes and provides guidance to measurement researchers and practitioners in creating and using such evidence as a regular part of the assessment validation process. Response processes refer to approaches and behaviors of examinees when they interpret assessment situations and formulate and generate solutions as revealed through verbalizations, eye movements, response times, or computer clicks. Such response process data can provide information about the extent to which items and tasks engage examinees in the intended ways. With contributions from the top researchers in the field of assessment, this volume includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.