| |
| |
List of Figures | |
| |
| |
List of Tables | |
| |
| |
A Note to Students | |
| |
| |
Acknowledgments | |
| |
| |
| |
What Is a Number? Is a Rose Always a Rose? | |
| |
| |
Numbers and Scales | |
| |
| |
Some Final Thoughts About Scales of Measurement | |
| |
| |
Numbers and Response Formats | |
| |
| |
Some Final Thoughts About Response Formats | |
| |
| |
Numbers and Test Scores--How Do They Relate? | |
| |
| |
Some Final Thoughts About Measurement Scales and Response Formats | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Words of Encouragement | |
| |
| |
| |
Frequencies: One Potato, Two Potato, Three Potato, Four | |
| |
| |
Ungrouped Frequency Distributions | |
| |
| |
Grouped Frequency Distributions | |
| |
| |
Cumulative Frequency Distribution | |
| |
| |
Some Final Thoughts About Frequency Distributions | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Words of Encouragement | |
| |
| |
| |
The Distribution of Test Scores--The Perfect Body? | |
| |
| |
Kurtosis | |
| |
| |
Skewness | |
| |
| |
Some Final Thoughts About Distribution of Test Scores | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Words of Encouragement | |
| |
| |
| |
Central Tendencies and Dispersion--Coming Together or Growing Apart | |
| |
| |
Central Tendencies--The Inner Core of the Normal Curve | |
| |
| |
The Mode | |
| |
| |
The Median | |
| |
| |
Medians and Modes for Grouped Frequency Data | |
| |
| |
The Mean | |
| |
| |
Some Final Points About Central Tendency | |
| |
| |
Dispersion--Not All Bodies Are the Same | |
| |
| |
Range | |
| |
| |
Deviation Scores | |
| |
| |
Variance | |
| |
| |
Standard Deviation | |
| |
| |
Means and Standard Deviations in the Real World | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Your New Best Friend--SPSS | |
| |
| |
Words of Encouragement | |
| |
| |
| |
Standardized Scores--Do You Measure Up? | |
| |
| |
Percentiles--What They Mean in Measurement | |
| |
| |
Percentile Ranks for Grouped Data | |
| |
| |
Some Final Thoughts About Percentile Ranks | |
| |
| |
Z Scores | |
| |
| |
Why Transform a Raw Score to a Z Score? | |
| |
| |
Other Standard Scores | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Your New Best Friend-SPSS | |
| |
| |
Words of Encouragement | |
| |
| |
| |
Norms and Criterion Scores--Keeping Up With the Joneses or Not | |
| |
| |
Criterion-Referenced Tests--Do You Know as Much as You Should? | |
| |
| |
Norm-Referenced Tests--Dying to Fit In | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Words of Encouragement | |
| |
| |
| |
Error Scores--The Truth, the Whole Truth, and Nothing but the Truth? | |
| |
| |
Test Theory | |
| |
| |
Test-Theory Assumptions | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Words of Encouragement | |
| |
| |
| |
Building a Strong Test--One the Big Bad Wolf Can't Blow Down | |
| |
| |
Item Difficulty | |
| |
| |
Some Final Thoughts About Item Difficulty | |
| |
| |
Item Discrimination | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Words of Encouragement | |
| |
| |
| |
Reliability--The Same Yesterday, Today, and Tomorrow | |
| |
| |
The Mathematical Foundation of Reliability | |
| |
| |
Types of Reliability Estimates | |
| |
| |
Standard Error of Measurement | |
| |
| |
Correlation Coefficients as Measures of Reliability | |
| |
| |
Some Final Thoughts About Reliability | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Words of Encouragement | |
| |
| |
| |
Validity--What You See Is Not Always What You Get | |
| |
| |
Helping You Get What You See | |
| |
| |
Sources of Validity Evidence | |
| |
| |
The Marriage of Reliability and Validity--Wedded Bliss | |
| |
| |
Interpreting the Validity of Tests--Intended and Unintended Consequences | |
| |
| |
Some Final Thoughts About Validity | |
| |
| |
Key Terms | |
| |
| |
Models and Self-instructional Exercises | |
| |
| |
Words of Encouragement | |
| |
| |
| |
The Perils and Pitfalls of Testing--Being Ethical | |
| |
| |
Your Own Competence | |
| |
| |
Rights of Those Being Tested | |
| |
| |
Potential Dangers | |
| |
| |
Ryan's Rights | |
| |
| |
Appendix | |
| |
| |
References | |
| |
| |
Index | |
| |
| |
About the Authors | |