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Concepts of Testing and Measurement | |
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Measurement | |
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Criterion-Referenced testing | |
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Norm-Referenced Testing | |
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Testing in the Schools | |
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Are Tests All There Is? What's This Book About? Discussion Questions | |
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References | |
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Principles of Learning and Teaching | |
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Learning Domains | |
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Cognitive Domain | |
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Affective Domain | |
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Psychomotor Domain | |
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Relationship of the Domains Levels of Learning | |
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Level 1 - General Knowledge | |
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Level 2 - Working Knowledge | |
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Level 3 - Qualified Knowledge Performance Objectives | |
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Summary | |
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Exercises | |
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References | |
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The Purposes of Tests in Schools | |
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Reteaching | |
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Advancement | |
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Reinforcement | |
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Grades | |
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Administrative Uses | |
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Tests for Guidance | |
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Curriculum Development | |
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Tests in Research | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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References | |
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Qualities of Good Tests | |
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Test Validity | |
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Reliability | |
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Objectivity | |
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Scoring Bias | |
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Student Interpretation Discrimination | |
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Comprehensiveness | |
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Practicability | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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References | |
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Teacher-Made Tests | |
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General Principles | |
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Relate Test Items to Objectives | |
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Plan the Test | |
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Prepare the Test | |
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Try Out the Test | |
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Evaluate the Test The Ethics of Testing | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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References | |
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Constructing True-False Items | |
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Advantages | |
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Limitations | |
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Regular True-False | |
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Cluster True-False | |
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Modified True-False | |
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Constructing True-False Items | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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Constructing Multiple-Choice Items | |
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Advantages | |
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Limitations | |
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Variations of Multiple-Choice Items | |
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One Right Answer | |
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Best Answer | |
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Association Items | |
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Analogy-Type Items | |
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Reverse Multiple-Choice Rules for Constructing | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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References | |
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Constructing Completion Items | |
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Advantages | |
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Limitations | |
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Simple Completion Items | |
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Problem or Situation Items | |
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Identification Items | |
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Controlled Completion | |
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Listing, or Enumeration Items | |
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Constructing Completion Items | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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Constructing Matching Items | |
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Advantages | |
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Limitations | |
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Varieties of Items | |
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Constructing Matching Items | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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Essay Items | |
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Discussion | |
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Varieties of Items | |
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Rules for Construction | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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References | |
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Evaluating Manipulative Performance | |
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Progress Charts | |
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Checklists | |
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Performance Tests | |
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Uses and Advantages | |
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Limitations | |
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Measurable Aspects of Performance Features of Manipulative Performance | |
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Rules for Construction | |
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Administering Manipulative Performance Tests | |
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Summary | |
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Discussion Questions | |
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Exercises | |
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References | |
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Test Construction, Administration and Scoring | |
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Steps to Follow | |
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Card-File Test Building | |
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One Last Set of Rules | |
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Test Administration Attitude Distractions Cheating Instructions Supervision | |
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Scoring the Test Analyzing and Interpreting Test Results | |
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Discussion Questions | |
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Exercises | |
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References | |
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Non-Test Assessment Techniques | |
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Homework | |
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Case Studies/Problem Solving Assignments | |
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Projects | |
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Observation | |
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Portfolios | |
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Assessing Affective Behavior | |
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Summary | |
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Exercises | |
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References | |
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Assigning Grades | |
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Grading Systems | |
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Components of Grades | |
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The "Curve" | |
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Discussion Questions | |
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Exercises | |
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References | |
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Evaluation of Instruction | |
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Overview | |
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Evaluation of Instruction | |
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Effect of Instruction | |
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Evaluation of Teaching Plans | |
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Evaluation of Teacher Performance | |
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Discussion Questions | |
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Exercises | |
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Ref | |