LEADER 05700nam 2200685Ia 450 001 9910454125903321 005 20200520144314.0 010 $a1-281-78743-4 010 $a9786611787431 010 $a0-8213-7498-2 035 $a(CKB)1000000000576182 035 $a(EBL)459327 035 $a(OCoLC)567979849 035 $a(SSID)ssj0000137835 035 $a(PQKBManifestationID)12053678 035 $a(PQKBTitleCode)TC0000137835 035 $a(PQKBWorkID)10096128 035 $a(PQKB)10636506 035 $a(MiAaPQ)EBC459327 035 $a(Au-PeEL)EBL459327 035 $a(CaPaEBR)ebr10252469 035 $a(CaONFJC)MIL178743 035 $a(OCoLC)611616599 035 $a(EXLCZ)991000000000576182 100 $a20080122d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping tests and questionnaires for a national assessment of educational achievement$b[electronic resource] /$fPrue Anderson and George Morgan 210 $aWashington, DC $cWorld Bank$dc2008 215 $a1 online resource (190 p.) 225 1 $aNational assessments of educational achievement ;$vv. 2 300 $aDescription based upon print version of record. 311 $a0-8213-7497-4 320 $aIncludes bibliographical references (p. 153-155) and index. 327 $aCONTENTS; 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 327 $aBox 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 327 $aBox 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 327 $aBox 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 327 $aTable 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 327 $aBox 12.2 Information for Teachers and Principals 330 $aDeveloping Tests and Questionnaires for a National Assessment of Educational Achievement is the second in the National Assessments of Educational Achievement series. It is designed to help build capacity in carrying out technically adequate assessments of national levels of student achievement. It introduces readers to the activities involved in the development of achievement tests, and includes developing an assessment framework, writing multiple choice and constructed response type items, pretesting, producing test booklets, and handscoring items. A section on questionnaire construction feat 410 0$aNational assessments of educational achievement ;$vv. 2. 606 $aEducational evaluation$zUnited States 606 $aEducational tests and measurements$zUnited States 608 $aElectronic books. 615 0$aEducational evaluation 615 0$aEducational tests and measurements 676 $a371.26/1 700 $aAnderson$b Prue$f1954-$0903420 701 $aMorgan$b George$f1945-$0903421 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454125903321 996 $aDeveloping tests and questionnaires for a national assessment of educational achievement$92019595 997 $aUNINA