Measurement and Statistics for Teachers deftly combines descriptive statistics and measurement in the classroom into a student-friendly, practical volume. Based on a course taught by the author for the past 25 years, this book offers to undergraduate education students a clear account of the basic issues in measurement and details best practices for administering performance assessments, interpreting test scores, and evaluating student writing. This second edition includes updated pedagogical features, timely discussions of student assessment, state standards (including NCLB), and an expanded focus that incorporates the needs of Early Childhood, Elementary, and Secondary teachers.
Preface
Acknowledgements
PART 1 MEASUREMENT
Section I: Basic Issues of Measurement
Chapter 1: Introduction to Measurement
Chapter 2: Frames of Reference: Interpreting Test Scores
Chapter 3: Developing Objectives
Chapter 4: Reliability
Chapter 5: Validity
Section II: Classroom Testing
Chapter 7: Essay Items
Chapter 8: Multiple-Choice Items
Chapter 9: True-False Items (and Variations)
Chapter 10: Producing and Administering Tests
Chapter 11: Analyzing Tests
Section III: Alternative Assessment Techniques
Chapter 12: Informal Assessments
Chapter 13: Performance Assessments
Chapter 14: Portfolios
Section IV: Additional Measurement Issues
Chapter 15: Teaching Students Test-Taking Skills
Chapter 16: Standardized Tests
Chapter 17: Alternative Ways to Report Test Scores
PART II DESCRIPTIVE STATISTICS
Chapter 18: The Language and Logic of Statistics
Chapter 19: Frequency Distributions and Graphs
Chapter 20: Central Tendency: What is a Typical Score?
Chapter 21: Variability: How Spread Out Are the Scores?
Chapter 22: Correlation
Appendix
References
Index
Biography
Malcolm L. Van Blerkom is Associate Professor of Educational Psychology and former Chairman of the Division of Education at the University of Pittsburgh at Johnstown, USA.
Praise for the first edition:
"Contemporary students are certain to be among the most tested of any generation, something unlikely to change in the next few years. Consequently, Van Blerkom’s discussion of measurement and statistical concepts makes good sense . . . discussing a variety of formal and informal testing issues. They will be helpful to educators and the interested public."
--CHOICE, August 2009, Vol. 46 No. 11
