CHAPTER 1

Learning Outcomes

The student will be able to:

1. Recognize that tests are only tools.
2. Explain why test scores are fallible.
3. Compare and contrast testing and assessment.
4. Explain why testing and assessment skills are vital to today’s classroom teacher.
5. Describe the recent history of educational measurement.
6. Identify the implications of current trends in educational measurement for today’s classroom teacher (i.e., IDEA-97, performance and portfolio assessment, education reform and the global economy, high-stakes testing, teacher competency testing, and increased involvement of professional associations).

CHAPTER 2

Learning Outcomes

The student will be able to:

1. Define high-stakes testing.
2. Describe the broad impact high-stakes testing has on students, teachers, administrators, schools, and the community.
3. Explain the implications of the “No Child Left Behind” Act of 2002 on high-stakes testing.
4. Describe the history of high-stakes testing.
5. Explain the relationships among academic standards, performance standards, and alignment in standard-based reform.
6. Compare and contrast criterion-referenced and norm-referenced high-stakes tests.
7. Articulate the arguments for and against high-stakes testing.
8. Identify AERA’s 12 conditions that high-stakes testing programs should meet.
9. Complete a checklist to help determine whether a state’s high-stakes testing program is being implemented according to AERA Conditions.
10. Apply methods for preparing themselves and their students for high-stakes tests.

CHAPTER 3

Learning Outcomes

The student will be able to:

1. Describe the main purpose of testing.
2. State the assumptions underlying the use of tests to aid in educational decision-making.
3. Identify the types of educational decisions outlined in the text.
4. Give examples of each type of decision.
5. Explain why regular classroom teachers will now have to apply testing and measurement skills to special education students.
6. Associate various types of decisions with the types of tests that provide data for these decisions.
7. Determine whether or not a given test is appropriate for a given purpose.
8. Describe the various types of tests available, and identify situations in which they would be appropriate.
9. Discriminate among the various types of tests and their appropriate uses.

CHAPTER 4

Learning Outcomes

The student will be able to:

1. Discriminate between norm- and criterion-referenced tests.
2. Describe why it is necessary to decide on the type of information desired before deciding on the type of test to administer.
3. Identify the advantages and disadvantages of norm- and criterion-referenced tests.
4. Identify the reasons why language and cultural sensitivity are important in administering and interpreting tests.
5. Explain why specialized norm tables may be useful adjuncts to national norms when interpreting results from diverse student populations.
6. Define content validity.
7. Describe why content validity evidence is important for classroom achievement tests.
8. Describe the three-stage classroom measurement model, and give examples of each stage.
9. Describe why mastery is less certain with norm-referenced tests than with criterion-referenced tests.
10. Describe the process by which broad general goals become specific instructional objectives.
11. Discriminate among goals, program objectives, and instructional objectives.
12. Discriminate between specific instructional or behavioral objectives, and general or expressive objectives.
13. Describe how instructional objectives can make a teacher’s job easier.

CHAPTER 5

Learning Outcomes

The student will be able to:

1. Describe the components of a well-written instructional objective.
2. Discriminate between learning outcomes and learning activities.
3. Discriminate between observable and unobservable learning outcomes.
4. Specify for an instructional objective the conditions under which learning must be demonstrated.
5. Specify for an instructional objective the criterion performance levels by which performance is to be evaluated.
6. Explain why test items must match instructional objectives.
7. Discriminate between items that match and fail to match instructional objectives.
8. Discriminate among objectives written at different levels of the Taxonomy of Educational Objectives – Cognitive Domain.
9. Write objectives at different levels of Taxonomy.
10. Describe the advantages of using a test blueprint for instructional planning and test construction.
11. Construct a test blueprint for a given unit of instruction, according to the guidelines provided.

CHAPTER 6

Learning Outcomes

The student will be able to:

1. Identify the type of item format appropriate for different objectives.
2. Discriminate between well-written and poorly-written objective test items (true-false, matching, multiple-choice, and completion).
3. Correct the faults in poorly-written objective items.
4. Describe ways to minimize the effects of guessing on true-false items.
5. Recall suggestions for writing true-false items.
6. Describe ways to minimize the effects of guessing on matching items.
7. Recall suggestions for writing matching items.
8. Recognize item faults specific to multiple-choice items.
9. Suggest ways of writing multiple-choice items at higher levels of cognitive complexity.
10. Recall suggestions for writing multiple-choice items.
11. Explain why scoring time is increased when completion items are employed.
12. Recall suggestions for writing completion items.
13. Recall the advantages and disadvantages for each item format.
14. Write fault-free objective test items that match their instructional objectives.

CHAPTER 7

Learning Outcomes

The student will be able to:

1. Define an essay item.
2. Identify the types of learning outcomes for which essays are best suited.
3. Discriminate between extended and restricted response essay items.
4. Discriminate between well-written and poorly-written essay items.
5. Recall the advantages and disadvantages of essay items.
6. Explain why essay items are difficult to score reliably.
7. Identify situations in which use of essay items is appropriate.
8. Recall suggestions for improving scoring reliability.
9. Apply a detailed scoring scheme, including scoring for content, process, and organization, to an extended response essay item.
10. Construct a complete restricted response essay item including a content-oriented scoring scheme.
11. Construct a complete extended response essay item, including a detailed scoring scheme that considers content, organization and process criteria.
12. Recall suggestions for facilitating assessment of knowledge organization in the classroom.
13. Distinguish between the assessment of knowledge organization and assessment of concepts.
14. Identify opportunities for using open-book questions and exams.
15. Recall the guidelines for planning an open-book exam.

CHAPTER 8

Learning Outcomes

The student will be able to:

1. Describe the four steps involved in construction of a performance assessment.
2. Describe the three components of a good performance assessment.
3. Describe the five types of learner accomplishments that can be required to complete a performance assessment.
4. Suggest appropriate ways to evaluate each of these five types of learner accomplishments.
5. Describe a scoring rubric.
6. Develop a scoring rubric.
7. Define primary trait scoring.
8. Develop a primary trait scoring scheme.
9. Compare and contrast rating scales and checklists regarding the types of performances each is best/least suited for.
10. Explain how holistic scoring is used.
11. Identify the primary constraints that must be decided on when developing a performance measure.
12. Compare and contrast student portfolios with other performance assessment measures.

CHAPTER 9

Learning Outcomes

The student will be able to:

1. Articulate the purposes for portfolio assessment.
2. Identify the cognitive skills that will be assessed by student portfolios.
3. Identify the pitfalls that can undermine the validity of portfolio assessment.
4. Decide which products to put in the portfolio and how many samples of each product to require.
5. Prepare instructions for students for how work gets turn in and returned.
6. Construct the criteria to use in judging the extent to which the purposes for portfolios are achieved.
7. Develop a procedure to aggregate portfolio ratings into a single portfolio grade.
8. Average portfolio grades with other grades for an overall mark for the grading period.
9. Plan a final conference with learners and parents to discuss what the portfolio says about the learner’s development and achievement.
10. Complete a portfolio development checklist to ensure the quality of the portfolio.

CHAPTER 10

Learning Outcomes

The student will be able to:

1. Explain why a positive test-taking attitude is important.
2. Discriminate between quantitative and qualitative item analysis.
3. Compute item difficulty levels and discrimination indices.
4. Identify multiple-choice options in need of modification, given quantitative item analysis data.
5. Identify multiple-choice items, likely to be ambiguous, miskeyed, or subject to guessing, given quantitative item analysis data.
6. Identify acceptable ranges for item difficulty levels and discrimination indices.
7. Explain why unmodified norm-referenced item analysis procedures are inappropriate for criterion-referenced tests.
8. Compute quantitative item analysis data for criterion-referenced tests using the modified norm-referenced procedures described in the text.
9. Interpret these data to assess the appropriateness of criterion-referenced test items.
10. Recall suggestions to facilitate emotional detachment during test debriefing.
11. Give examples of the steps in the process of evaluating classroom achievement.

CHAPTER 11

Learning Outcomes

The student will be able to:

1. Describe the purpose of a mark.
2. Identify the single most important factor to be included in a mark.
3. Describe the problem of mixing factors other than achievement into marks.
4. Define and discriminate among the five marking systems presented in the text.
5. Identify the marking system recommended by the authors and state the reasons for their recommendations.
6. Take a position in defense of a different marking system, compare and contrast this system with the one recommended by the authors, and support your position.
7. Define and discriminate among the different symbol systems presented in the text.
8. Explain how checklists can be a useful adjunct to letter or numerical symbol systems.
9. Describe why simply weighting component scores differentially may result in distortions of a composite mark.
10. Describe the procedure suggested (i.e., equate before you weight) in the text to minimize the likelihood that such distortions will affect final marks.
11. Describe the front-end and back-end equating procedures used to combine performance measures and traditional measures into a single mark.

CHAPTER 12

Learning Outcomes

The student will be able to:

1. Explain why it is necessary to organize test data.
2. Compare and contrast simple lists, simple frequency distributions, and grouped frequency distributions.
3. Recognize advantages and limitations each approach to tabulating data.
4. Identify the appropriate number of intervals and interval width for a grouped frequency distribution.
5. Compare and contrast histograms, frequency polygons, and smoothed curves.
6. Recall guidelines for constructing histograms, frequency polygons, and smooth curves.
7. Discriminate among positively skewed, symmetrical, and negatively skewed distributions.
8. Determine the mean, median, and mode, given a set of data.
9. Explain why the mean is influenced by extreme scores.
10. Locate correctly the relative positions of the measures of central tendency in various distributions represented by smooth curves.
11. Identify the measure of central tendency that best represents the data in various distributions.
12. Explain why the mode is the least stable measure of central tendency.
13. Draw conclusions about data based on the measures of central tendency and/or smooth curves based on the data.

CHAPTER 13

Learning Outcomes

The student will be able to:

1. Describe what variability means.
2. Determine the range, semi-interquartile range, and standard deviation for a given set of data.
3. Compare and contrast the range, semi-interquartile range, and standard deviation.
4. Determine quartiles and percentiles for a given set of data.
5. Explain why the normal distribution is useful for statistical decision-making.
6. Recall the approximate percentages of cases falling between standard deviation units in the normal curve.
7. Determine the percentage of cases falling above, below or between given scores in a distribution, when the distribution is assumed to approach normality.
8. Discriminate between raw and converted scores.
9. Use z-scores conversions to facilitate comparisons of scores from different distributions.
10. Determine equivalent raw scores, z-scores, T-scores, and percentile ranks.
11. Use the measures of central tendency, variability, converted scores, and the properties of the normal curve to make decisions about measurement data, both for the individual students and for groups.

CHAPTER 14

Learning Outcomes

The student will be able to:

1. Interpret correlation coefficients as to strength and direction.
2. Explain verbally what a correlation between two distribution means.
3. Interpret scatterplots as to strength, direction, and meaning.
4. Describe why the presence of even a very strong correlation does not imply causality.
5. Compare and contrast the correlation coefficient and the coefficient of determination.
6. Describe a curvilinear relationship.
7. Recognize a scatterplot depicting a curvilinear relationship.
8. Explain what the term “truncated range” means.
9. Explain why correlation coefficients compared from a truncated range of data will be weaker than if computed from the entire range of data.

CHAPTER 15

Learning Outcomes

The student will be able to:

1. Discriminate between examples of valid and invalid tests.
2. Compare and contrast content validity evidence, concurrent validity evidence, and predictive validity evidence.
3. Describe procedures used to establish content validity evidence for a particular use of a test.
4. Identify the limitations of content validity evidence in appraising a test’s overall validity.
5. Describe procedures used to establish concurrent validity evidence for a particular use of a test.
6. Describe procedures used to establish the predictive validity evidence for a particular use of a test.
7. Describe procedures used to establish the construct validity evidence for a particular use of a test.
8. Identify the type of validity evidence most important for achievement tests.
9. Recall the principles to be employed in interpreting validity coefficients.
10. Explain how group heterogeneity affects the size of a validity coefficient.
11. Select the most valid test for a given purpose when given different types of validity information.
12. Identify the most appropriate type of validity evidence, when given different purposes for testing.

CHAPTER 16

Learning Outcomes

The student will be able to:

1. Compare and contrast reliability and validity.
2. Define the different methods of estimating reliability.
3. Describe procedures used to estimate test-retest reliability.
4. Describe procedures used to estimate alternate-forms reliability.
5. Identify situations in which test-retest or alternate-forms reliability is most appropriate.
6. Describe procedures used to estimate split-half and Kuder-Richardson estimates of internal consistency.
7. Describe how the Spearman-Brown Prophecy Formula is used, and its effect on the reliability coefficient.
8. Define and discriminate between power and speeded tests.
9. Recall principles to be employed in interpreting reliability coefficients.
10. Explain why group heterogeneity affects reliability coefficients.
11. Explain why longer tests tend to be more reliable than shorter tests.
12. Explain why different estimates of reliability will yield different reliability coefficients for the same test.
13. Select one best test for a given purpose when given reliability and validity information for several tests.
14. Identify the most appropriate type of reliability when given different purposes for testing.

CHAPTER 17

Learning Outcomes

The student will be able to:

1. Define accuracy as applied to test scores.
2. Define and give examples of error in testing.
3. Explain how error can operate to both increase and decrease test scores.
4. Define and discriminate among obtained, true and error scores.
5. Describe the error score distribution.
6. Explain why the standard deviation of the error scores is important in test interpretation.
7. Discriminate between the standard deviation and standard error of measurement.
8. Employ the standard error in interpreting test scores, when provided with test data.
9. Compute the standard error when given data about a test’s standard deviation and reliability.
10. Construction 68, 95, and 99% confidence bands around obtained scores when given the standard error.
11. Explain why the standard error should always be used in interpreting test scores.
12. Identify the four scores of error in testing, and give examples of each.
13. Describe the extent to which the various estimates of reliability are differentially affected by the sources of error.

CHAPTER 18

Learning Outcomes

The student will be able to:

1. Describe why standardized tests are called “standardized”
2. State the purpose(s) of standardized tests.
3. Describe “high stakes” educational decisions.
4. Describe the effects of accommodations on standardized tests.
5. Explain why the use of accommodations and alternative assessments may compromise the utility of standardized assessment of the progress of special education students in the general education curriculum.
6. Explain why standardized testing will continue even if performance and portfolio bases assessment becomes more prevalent.
7. Identify two impediments to the widespread adoption of performance and portfolio based assessments.
8. Identify the types of comparisons made possible by standardized tests.
9. Identify uses and misuses of standardized tests.
10. Compare and contrast standardized and teacher-made tests.
11. Indicate the sources of error controlled or minimized by standardized tests.
12. Describe the effects of controlling or minimizing error through standardized tests.
13. Recall test-related factors that must be considered in interpreting standardized test results.
14. Identify acceptable reliability coefficients for standardized achievement tests.
15. Explain why close correspondence between the make-up of the norm group and the make-up of your class is important.
16. Develop a local norms table given a set of test scores.
17. Identify the student-related factors that must be considered in interpreting standardized test scores.
18. Describe how each of these factors can affect standardized test scores.
19. Discriminate among the terms underachiever, overachiever, and achievement at expectancy.
20. Discriminate between aptitude and achievement tests.
21. Describe what is meant by aptitude-achievement tests.
22. Identify aptitude-achievement test scores for a group of students.
23. Convert grade equivalents and percentile ranks to standard scores (using a supplied conversion table) to facilitate determining aptitude-achievement discrepancies.
24. Compare and contrast grade equivalent scores, age equivalent scores, percentile ranks, and standard scores.
25. Describe how grade and age equivalent scores are obtained.
26. List the advantages and disadvantages of grade equivalents, age equivalents, percentile ranks, and standard scores.
27. Explain how stanines differ from other scores.
28. Recall the major interpretative cautions identified by the author in using converted scores.
29. Interpret individual score reports, considering test- and student-related factors.
30. Explain why it is useful for publishers to include percentile bands for each subtest on individual score reports.

CHAPTER 19

Learning Outcomes

The student will be able to:

1. Discriminate among standardized achievement test batteries, single subject achievement tests, and diagnostic achievement tests.
2. Recognize the names of commonly used survey batteries and single subject achievement tests.
3. Describe the purpose of diagnostic achievement tests.
4. Compare and contrast diagnostic tests and survey batteries.
5. Discriminate between aptitude and achievement tests.
6. Explain why the authors are reluctant to call IQ tests intelligence tests.
7. Indicate how the stability of IQ scores change for different ages and across different time spans.
8. Describe the relationship between IQ scores and academic achievement and between IQ scores and job success.
9. Recognize the name of commonly administered individual and group IQ tests.
10. Explain why there is no universally accepted definition of personality.
11. Compare and contrast objective and projective personality assessment techniques and identify the major advantages and disadvantages of each approach.
12. Identify and describe the steps involved in planning and implementing a district-wide testing program.
13. Define “redundancy” and “continuity”, as these terms apply to a district-wide testing program.
14. Identify the scores of information regarding standardized tests and advantages and disadvantages of each of these sources.

CHAPTER 20

Learning Outcomes

The student will be able to:

1. Describe the major intentions of the US Congress in passing the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA-97).
2. Describe the implications for general education teachers of IDEA-97.
3. Describe the implications of Section 504 of the Rehabilitation Act for general education teachers.
4. Describe the service delivery setting evolution that has taken place in special education.
5. Describe the evolution that has occurred in determining eligibility for special education services.
6. Distinguish between the terms of disability category and developmental delay.
7. Explain why the addition of the term “developmental delay” has important implications for general education teachers.
8. Distinguish between testing and the process of assessment.
9. Define Full Inclusion.
10. Identify the implications of Full Inclusion on the regular classroom teacher.
11. Describe what is meant by the “least restrictive educational alternative.”
12. Recognize the definitions associated with various disability conditions according to IDEA-97.
13. Identify the types of assessment data the classroom teacher may be called upon to provide as part of the child identification process.
14. Recall the types of assessment instruments the classroom teacher may be called upon to present as part of the individual assessment process.
15. Identify the types of assessment instruments the classroom teacher may employ during the individual assessment process.
16. Describe what is typically included in an individual educational plan (IEP).
17. Explain the classroom teacher’s role in IEP development and its implementation.
18. Describe the instructional activities the classroom teacher may be called upon to provide as part of the process of individualized instruction.
19. State the purpose of the IEP review and why the data collected by the classroom teacher are critical to the IEP review process.
20. Identify the intention of a manifestation determination.
21. Explain why the term “Talented and Gifted” has come to replace “Gifted” or “Intellectually Gifted” to describe those individuals at the opposite end of the distribution from those individuals protected by IDEA-97 and 99-457.
22. Define and describe intelligence achievement, creativity, and task persistence.

CHAPTER 21

Learning Outcomes

The student will be able to:

1. Explain why the instruction and evaluation of children with disabilities will increasingly take place within the regular education classroom.
2. Explain why assessments of children with disabilities performed by special educators increasingly will need to be supplemented or replaced by assessments performed by regular educators.
3. Explain why regular educators will play key roles in the development and evaluation of behavior plans for children with disabilities.
4. Recognize the ways assessment tools used to assess regular learners can, with modification, be used to help assess children with disabilities in the regular classroom.
5. Describe the role of the teacher-made and standardized tests and assessments in evaluating children with disabilities in the regular education curriculum.
6. Recognize the limitations of accommodations and alternative assessments for annual state- and district-wide assessments.
7. Identify methods the classroom teacher may use to collect data to assist in implementing and evaluating behavior plans for children with disabilities.
8. Explain how attitude assessment may enhance acceptance and achievement of children with disabilities in the regular classroom.
9. Distinguish between attitude and behavior.
10. Compare and contrast unstructured and structured observation methods to assess attitudes and behavior.
11. Construct a structured observation checklist.
12. Construct and interpret a sociogram.
13. Compare and contrast Likert and two-point scales.
14. Develop Likert and two-point scales, according to the guidelines presented.
15. Score Likert and two-point scales.
16. Recall suggestions for writing attitude statements.
17. Identify faults in poorly written attitude statements.
18. Develop a bipolar adjective scale.
19. Score a bipolar adjective scale.