By Suzanne Lane, Mark R. Raymond, Thomas M. Haladyna
Although try out improvement is a progress that cuts throughout all degrees of schooling and the entire professions, there hasn't ever been a accomplished, research-oriented guide to which every body (developers and shoppers) can flip for tips. that's the undertaking of this booklet. The instruction manual of try out improvement brings jointly famous students and test-development practitioners to offer chapters on all points of try out improvement. every one bankruptcy contributor isn't just a famous specialist with an instructional and learn history of their specific subject, every one has additionally had hands-on event in quite a few points of attempt development.This thirty two-chapter quantity is equipped into six sections: foundations, content material, merchandise improvement, attempt layout, attempt construction and management, and post-test actions. The guide presents wide remedy of such vital yet unrecognized themes as contracting for checking out prone, merchandise banking, designing exams for small checking out software, and writing technical reviews. The guide relies at the criteria for tutorial and mental trying out, which function the basis for sound try out improvement perform. those chapters additionally recommend top try improvement practices and spotlight how to enhance try validity evidence.This booklet is suitable for graduate classes and seminars that take care of attempt improvement and utilization, specialist trying out companies and credentialing organizations, kingdom and native forums of schooling, and educational libraries serving those teams.
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Additional resources for Handbook of Test Development
Setting performance standards: Concepts, methods, and perspectives (pp. 19–51). Mahwah, NJ: Lawrence Erlbaum Associates. tex LE146/Haladyna (2132G) Hamilton December 3, 2005 2 The Standards for Educational and Psychological Testing: Guidance in Test Development Robert L. Linn University of Colorado at Boulder The 1999 Standards for Educational and Psychological Testing are widely recognized as the most authoritative statement of professional consensus regarding the development and evaluation of educational and psychological tests.
Standard setting for OSCEs: Trial of borderline approach. Advances in Health Sciences Education, 8, 1–9. Kolen, M. , & Brennan, R. L. (2004). ) New York: Springer-Verlag. Mehrens, W. , & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology. New York: Harcourt Brace. , & Greene, J. (1989). The specification and development of tests of achievement and ability. In R. L. , pp. 335–366). New York: American Council on Education and MacMillan. Messick, S. (1989). Validity. In R.
Tex LE146/Haladyna 24 (2132G) Hamilton December 6, 2005 DOWNING scoring and reporting, effective quality control methods and procedures must be utilized to ensure that the intended inferences from the test scores are achieved and that CIV is minimized. Systematically following these twelve steps for effective test development helps to ensure maximum test validity evidence for the tests we develop. ACKNOWLEDGMENTS The author gratefully acknowledges the research assistant contributions of Cherdsak Iramaneerat, MD, MHPE, to this chapter.
Handbook of Test Development by Suzanne Lane, Mark R. Raymond, Thomas M. Haladyna