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Preface | ||
Ch. 1 | A Perspective on Educational Assessment | 2 |
Ch. 2 | Assessment and the Concerns of Individuals, Society, & Professionals | 24 |
Ch. 3 | The Teaching-Learning Process, Diversity, and Assessment | 48 |
Ch. 4 | Assessment and Cultural Diversity | 68 |
Ch. 5 | Specifying Educational and Assessment Outcomes | 90 |
Ch. 6 | Planning for the Development, Administration, and Scoring of the Assessment | 122 |
Ch. 7 | The Development of Traditional Assessment Tasks | 154 |
Ch. 8 | Performance and Product Assessment | 198 |
Ch. 9 | Writing Assessment | 240 |
Ch. 10 | Assessing Affective Outcomes | 268 |
Ch. 11 | Describing Measurement Data | 296 |
Ch. 12 | Analyzing Data to Improve Assessment Instruments | 322 |
Ch. 13 | Defining and Assessing Validity and Reliability | 340 |
Ch. 14 | Standardized Norm- and Criterion-Referenced Measures | 378 |
Ch. 15 | Interpreting the Meaning of Standardized Norm-Referenced Test Scores | 410 |
Ch. 16 | Reporting Student Progress | 434 |
App. A | Normal Deviates (z) Corresponding to Proportions (p) and Products (pq) of a Dichotomized Unit Normal Distribution | 469 |
App. B | Relationships Among T Scores, z scores, and Percentile Ranks When Raw Scores Are Normally Distributed | 471 |
Glossary | 473 | |
References | 493 | |
Name and Title Index | 507 | |
Subject Index | 511 |
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