Developing tests and questionnaires for a national assessment of educational achievement [[electronic resource] /] / Prue Anderson and George Morgan

• Record Nr.: UNINA9910454125903321
• Autore: Anderson Prue <1954->
• Pubbl/distr/stampa: Washington, DC, : World Bank, c2008
• ISBN: 1-281-78743-4; 9786611787431; 0-8213-7498-2
• Descrizione fisica: 1 online resource (190 p.)
• Collana: National assessments of educational achievement ; ; v. 2
• Altri autori (Persone): MorganGeorge <1945->
• Disciplina: 371.26/1
• Soggetti: Educational evaluation - United States; Educational tests and measurements - United States; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. 153-155) and index.
• Nota di contenuto: CONTENTS; PREFACE; ABOUT THE AUTHORS AND EDITORS; ACKNOWLEDGMENTS; ABBREVIATIONS; PART 1 CONSTRUCTING ACHIEVEMENT TESTS; Figure 1.1 National Assessment Organizational Chart; Figure 1.2 Overview of National Assessment Activities; Table 1.1 National Assessment Stages in Test Development and Questionnaire Design; Box 2.1 Papua New Guinea Mathematics Curriculum; Box 2.2 New Zealand English Curriculum; Table 2.1 Blueprint for a Middle Primary Mathematics Test; Table 2.2 TIMSS Mathematics Blueprint, Grades 3 and 4; Table 2.3 Papua New Guinea Mathematics Content Blueprint; Box 2.3 Examples of Multiple-Choice ItemsBox 2.4 Example of a Closed Constructed-Response Item; Box 2.5 Examples of Open-Ended Short-Response Items; Box 2.6 Example of an Essay Prompt; Table 2.4 Advantages and Limitations of Item Formats; Table 2.5 Papua New Guinea Mathematics Test-Item Formats; Box 3.1 Example of Irrelevant Stimulus Material; Box 3.2 Example of an Item with Inaccurate or Misleading Information; Box 3.3 Example of a Multiple-Choice Item; Box 3.4 Punctuation in Complete Sentences; Box 3.5 Punctuation in a ; List; Box 3.6 Minimizing Reading; Box 3.7 Item with a Negative Stem; Box 3.8 Poorly Paired DistractorsBox 3.9 Dealing with Pairs in Distractors; Box 3.10 Confusing Open-Ended Item with Unclear Directions; Box 3.11 Good Example of a Closed Constructed-Response Item; Box 3.12 Item with Partial Credit; Box 3.13 Example of an Open-Ended Response Item with Scoring Guide; Box 3.14 Example of a Closed-Constructed Item with Scoring Guide; Box 3.15 Using Pictures to Reduce Words; Box 3.16 Keeping Images Simple; Box 3.17 Labeling Graphs Clearly; Box 3.18 Labeling Maps Clearly; Box 3.19 Leaving Space in the Stimulus Material; Box 3.20 Example of Style Sheet for Item WritersFigure 4.1 Example of Circular Linking of Items; Figure 4.2 Model for Vertically Linking Items; Table 4.1 Link Items in Two Reading Units; Table 4.2 Part of a Spreadsheet for Tracking Items across Forms; Box 4.1 Example of an Item in Multiple-Choice and Open-Ended Format; Box 4.2 Example of a Data Entry Sheet for a Pretest; Table 5.1 Example of Output from Analysis of a Multiple-Choice Item; Table 5.2 Example of Output from Analysis of an Open-Ended Partial-Credit Item; Box 6.1 Example of a Test Cover Page; PART 2 CONSTRUCTING QUESTIONNAIRES; Table 8.1 Components of Questionnaire DevelopmentBox 8.1 Attitudes and Values Questionnaire Blueprint; Table 8.2 Functions of Reading in an International Study: Weights Used to Create Two New Variables, "Reading for a Utilitarian Purpose" and "Reading for Enjoyment"; Box 9.1 Poor Alignment of Boxes and Response Categories; Box 9.2 Better Alignment of Boxes and Response Categories; Box 10.1 Grayscale Coding Example; Box 10.2 Example Treating Items as Separate Categories for Data Entry; PART 3 DESIGNING A MANUAL FOR TEST ADMINISTRATION; Box 12.1 Administration Manual Instructions; Box 12.2 Information for Teachers and Principals
• Sommario/riassunto: Developing Tests and Questionnaires for a National Assessment of Educational Achievement is the second in the National Assessments of Educational Achievement series. It is designed to help build capacity in carrying out technically adequate assessments of national levels of student achievement. It introduces readers to the activities involved in the development of achievement tests, and includes developing an assessment framework, writing multiple choice and constructed response type items, pretesting, producing test booklets, and handscoring items. A section on questionnaire construction feat