Titlebook: Mastering Modern Psychological Testing; Theory and Methods Cecil R. Reynolds,Robert A. Altmann,Daniel N. Alle Textbook 2021Latest edition S

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The Basic Statistics of Measurement, well a test measures what it is supposed to measure. The information presented in this chapter provides a solid foundation of basic statistical methods and concepts used in measurement. Rules for assigning numbers to represent objects and concepts are presented, involving four types of scales: nomi

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The Meaning of Test Scores,are many different types of scores, and each has its own unique properties. Raw scores are not very useful for interpreting test performance but transformed scores are quite useful and so are covered in some detail. The two main approaches to score interpretation involve comparing an examinee’s test

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Reliability,them to be meaningful. This chapter presents a variety of methods used to estimate the reliability of scores, along with an overview of how they are calculated, when they can be used, and how they can be interpreted. These methods include test-retest reliability, alternate-form reliability, inter-ra

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Item Development,assifying items is by using a selected-response or constructed-response designation. Specific examples of these item types are reviewed throughout this chapter. This chapter also provides general item writing guidelines, along with detailed reviews of a wide range of maximum-performance test items,

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Item Analysis: Methods for Fitting the Right Items to the Right Test, procedures are appropriate for all types of tests, and not all procedures will indicate the same level of quality about a particular item. Classical test theory characteristics such as item difficulty, item discrimination, and response distractors are useful, as are characteristics associated with

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Achievement Tests in the Era of High-Stakes Assessment,cational settings to track student achievement over time, make high-stakes decisions, identify specific strengths and weaknesses, evaluate the effectiveness of educational programs, and identify individuals with special learning needs. This chapter introduces several group- and individually-administ