Advancing Human Assessment: The Methodological, Psychological And Policy Contributions Of Ets (methodology Of Educational Measurement And Assessment)
by Matthias von Davier /
2017 / English / PDF
11.9 MB Download
This book is open access under a CC BY-NC 2.5 license.
This book is open access under a CC BY-NC 2.5 license.
This book describes the extensive contributions made toward the
advancement of human assessment by scientists from one of the
world’s leading research institutions, Educational Testing
Service. The book’s four major sections detail research and
development in measurement and statistics, education policy
analysis and evaluation, scientific psychology, and validity.
Many of the developments presented have become de-facto standards
in educational and psychological measurement, including in item
response theory (IRT), linking and equating, differential item
functioning (DIF), and educational surveys like the National
Assessment of Educational Progress (NAEP), the Programme of
international Student Assessment (PISA), the Progress of
International Reading Literacy Study (PIRLS) and the Trends in
Mathematics and Science Study (TIMSS). In addition to its
comprehensive coverage of contributions to the theory and
methodology of educational and psychological measurement and
statistics, the book gives significant attention to ETS work in
cognitive, personality, developmental, and social psychology, and
to education policy analysis and program evaluation. The chapter
authors are long-standing experts who provide broad coverage and
thoughtful insights that build upon decades of experience in
research and best practices for measurement, evaluation,
scientific psychology, and education policy analysis. Opening
with a chapter on the genesis of ETS and closing with a synthesis
of the enormously diverse set of contributions made over its
70-year history, the book is a useful resource for all interested
in the improvement of human assessment.
This book describes the extensive contributions made toward the
advancement of human assessment by scientists from one of the
world’s leading research institutions, Educational Testing
Service. The book’s four major sections detail research and
development in measurement and statistics, education policy
analysis and evaluation, scientific psychology, and validity.
Many of the developments presented have become de-facto standards
in educational and psychological measurement, including in item
response theory (IRT), linking and equating, differential item
functioning (DIF), and educational surveys like the National
Assessment of Educational Progress (NAEP), the Programme of
international Student Assessment (PISA), the Progress of
International Reading Literacy Study (PIRLS) and the Trends in
Mathematics and Science Study (TIMSS). In addition to its
comprehensive coverage of contributions to the theory and
methodology of educational and psychological measurement and
statistics, the book gives significant attention to ETS work in
cognitive, personality, developmental, and social psychology, and
to education policy analysis and program evaluation. The chapter
authors are long-standing experts who provide broad coverage and
thoughtful insights that build upon decades of experience in
research and best practices for measurement, evaluation,
scientific psychology, and education policy analysis. Opening
with a chapter on the genesis of ETS and closing with a synthesis
of the enormously diverse set of contributions made over its
70-year history, the book is a useful resource for all interested
in the improvement of human assessment.