Educational Measurement
From Foundations to Future
Edited by Craig S. Wells and Molly Faulkner-Bond
Epilogue by Else Hambleton
Request a free digital professor copy on VitalSource ?“This excellent volume brings together top measurement professionals from around the world who are working on cutting-edge issues in educational assessment. The A–Z coverage includes historical analyses of measurement and policy issues, practical advice on developing assessments across languages, and psychometric issues involved in differential item functioning, computer adaptive testing, and automated test assembly. Education professionals will find this book a key reference for using assessments to improve educational practices. I highly recommend it as a text for graduate-level measurement courses.”
—George Engelhard, Jr., PhD, Quantitative Methodology Program in Educational Psychology, The University of Georgia
“A broad, brilliant, and pragmatic contribution to the literature of educational measurement. This truly outstanding volume has both historical significance and cutting-edge importance. It will find a prominent place on the desk of every current and future professional who is interested in improving education through measurement and research.”
—Linda Cook, EdD, past president, National Council of Measurement on Education
“This volume brings together a stellar list of contributors to cover the theory and practice of assessment from a wide range of angles. The book not only salutes the history of educational measurement, but also wholeheartedly embraces new trends and technologies that are shaping the landscape of assessment and psychometrics today. It should be widely read by measurement professionals and graduate students, as well as other researchers who wish to learn more about the field.”
—Li Cai, PhD, Graduate School of Education and Information Studies, University of California, Los Angeles
“This is one of those rarest of books that you will end up reading again and again, till the pages are worn and tattered and the margins filled with notes. Wells and Faulkner-Bond have edited the premier text on educational measurement. Written by leading authorities, the chapters offer theoretically grounded, comprehensive discussions of the central topics in the field, and will be valuable to those involved in measurement today and for years to come. The book is inspired by the work of Professor Ronald Hambleton, the most influential measurement scholar of our time, and it is a fitting tribute.”
—Bruno D. Zumbo, PhD, Paragon–UBC Professor of Psychometrics and Measurement, University of British Columbia, Canada
Table of Contents
Prologue, Stephen G. SireciI. The Roots
1. A Brief History of Educational Testing and Psychometrics, Kurt F. Geisinger & Betty Jean Usher Tate
II. Criterion Referenced Tests
2. Criterion Referenced Testing: Advances over 40 Years, Ronald K. Hambleton, April L. Zenisky, & W. James Popham
3. Standard Setting, Mary J. Pitoniak & Gregory J. Cizek
4. Validity in the Making: From Evidence Centered Design to the Validations of the Interpretations of Test Performance, Barbara S. Plake, Kristen T. Huff, Rosemary R. Reshetar, Pamela Kaliski, & Michael Chajewski
5. Decision Consistency, Kyung Han & Lawrence M. Rudner
6. Applications of Generalizability Theory, Brian E. Clauser & Jerome C. Clauser
III. Item Response Theory
7. A Brief History of and Introduction to Item Response Theory, Molly Faulkner Bond & Craig S. Wells
8. Concepts and Methods in Research on Differential Functioning of Test Items: Past, Present, and Future, H. Jane Rogers & Hariharan Swaminathan
9. Understanding Two Dimensional Models of Multidimensional Item Response Theory through Graphical Representations, Terry A. Ackerman & Robert A. Henson
10. Testing Assumptions of Item Response Theory Models, Craig S. Wells, Joseph Rios, & Molly Faulkner Bond
IV. Computer Based Testing
11. The History of Computer Based Testing, Denny Way & Fred Robin
12. Current Issues in Computer Based Testing, Craig N. Mills & Krista J. Breithaupt
13. The Future of Computer Based Testing: Some New Paradigms, April L. Zenisky & Richard M. Luecht
14. Design and Modeling Frameworks for 21st Century Simulation and Game Based Assessments, Alina von Davier & Robert Mislevy
V. Cross Lingual Assessment
15. Cross Lingual Educational Assessment, Avi Allalouf & Pnina Hanani
16. On Item Pools, Swimming Pools, Birds with Webbed Feet, and the Professionalization of Multilingual Assessment, Fons J. R. van de Vijver & Ype H. Poortinga
17. Test Adaptation Standards for Cross Lingual Assessment, Jose Muñiz, Paula Elosua, Jose Luis Padilla, & Ronald K. Hambleton
VI. Accountability Testing and Score Reporting
18. The History of Accountability in Educational Testing, Robert L. Linn
19. Growth: Measurement, Meaning, and Misuse, Lisa A. Keller, Kimberly F. Colvin, & Alejandra Garcia
20. Toward Improving the Reporting of Test Score Results: Lessons Learned from the Evolution of NAEP Reports, April L. Zenisky, John Mazzeo, & Mary J. Pitoniak
21. Performance Assessment and Accountability: Then and Now, Suzanne Lane
22. The History of Testing Special Populations: The Evolution of Fairness in Testing, Jennifer Randall & Alejandra Garcia
23. English Learners and Accountability: The Promise, Pitfalls, and Peculiarity of Assessing Language Minorities via Large Scale Assessment, Molly Faulkner Bond & Ellen Forte
24. Alternate Assessments for Students with Disabilities: Lessons from the National Center and State Collaborative, Martha L. Thurlow & Rachel F. Quenemoen
VII. Ongoing Debates and Future Directions
25. The Times They Are A Changing, but the Song Remains the Same: Future Issues and Practices in Test Validation, Stephen G. Sireci & Molly Faulkner Bond
Epilogue: A History of Ronald K. Hambleton, Else Hambleton
Glossary of Abbreviations
About the Editors
Craig S. Wells, PhD, is Associate Professor in the Department of Educational Policy, Research, and Administration and Associate Director of the Center for Educational Assessment at the University of Massachusetts Amherst. Dr. Wells teaches courses in statistical and psychometric methods. His research interests pertain to the application of item response theory models specifically for examining the effects and detection of item parameter drift, differential item functioning, and model misfit. He also has a keen interest in the philosophy of science and its applications to behavioral and social science research.Molly Faulkner-Bond, PhD, studied under Ron Hambleton at the University of Massachusetts Amherst and earned her doctorate in Research, Educational Measurement, and Psychometrics in 2016. She has published in prominent national and international journals such as the Review of Research in Education, the International Journal of Testing, and Educational Measurement: Issues and Practice. Her research focuses on on validity issues and evaluation in large-scale K-12 testing systems, with a particular focus on policies and assessments for English learners.
Contributors
Terry A. Ackerman, PhD, Department of Educational Research Methodology,University of North Carolina at Greensboro, Greensboro, North CarolinaAvi Allalouf, PhD, National Institute for Testing and Evaluation, Jerusalem, Israel
Krista J. Breithaupt, MA, Medical Council of Canada, Ottawa, Ontario, Canada
Michael Chajewski, PhD, The College Board, New York, New York
Gregory J. Cizek, PhD, School of Education, University of North Carolina at Chapel Hill,Chapel Hill, North Carolina
Brian E. Clauser, EdD, National Board of Medical Examiners, Philadelphia, Pennsylvania
Jerome C. Clauser, EdD, American Board of Internal Medicine, Philadelphia, Pennsylvania
Kimberly F. Colvin, EdD, Research in Learning, Assessing, and Tutoring Effectively,Massachusetts Institute of Technology, Cambridge, Massachusetts
Paula Elosua, PhD, Department of Social Psychology and Methodology, University of the Basque Country, San Sebastian, Spain
Molly Faulkner-Bond, PhD, College of Education, University of Massachusetts Amherst, Amherst, Massachusetts
Ellen Forte, PhD, edCount LLC, Washington, DC
Alejandra Garcia, MS, College of Education, University of Massachusetts Amherst, Amherst, Massachusetts
Kurt F. Geisinger, PhD, Buros Center for Testing, University of Nebraska–Lincoln, Lincoln, Nebraska
Else Hambleton, PhD, Department of History, University of Massachusetts Amherst, Amherst, Massachusetts
Ronald K. Hambleton, PhD, Department of Educational Policy, Research, and Administration, University of Massachusetts Amherst, Amherst, Massachusetts
Kyung (Chris) T. Han, EdD, Graduate Management Admission Council, Reston, Virginia
Pnina Hanani, MA, National Institute for Testing and Evaluation, Jerusalem, Israel
Robert A. Henson, PhD, School of Education, University of North Carolina at Greensboro, Greensboro, North Carolina
Kristen Huff, PhD, ACT Inc., Iowa City, Iowa
Pamela Kaliski, PhD, The College Board, Yardley, Pennsylvania
Lisa A. Keller, EdD, Department of Educational Policy, Research, and Administration, University of Massachusetts Amherst, Amherst, Massachusetts
Suzanne Lane, PhD, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania
Robert L. Linn, PhD (deceased), School of Education, University of Colorado Boulder, Boulder, Colorado
Richard M. Luecht, PhD, School of Education, University of North Carolina at Greensboro, Greensboro, North Carolina
John Mazzeo, PhD, Educational Testing Service, Princeton, New Jersey
Craig N. Mills, EdD, National Board of Medical Examiners, Philadelphia, Pennsylvania
Robert J. Mislevy, PhD, Educational Testing Service, Princeton, New Jersey
José Muñiz, PhD, Faculty of Psychology, University of Oviedo, Oviedo, Spain
José-Luis Padilla, PhD, Faculty of Psychology, University of Granada, Granada, Spain
Mary J. Pitoniak, PhD, Educational Testing Service, Princeton, New Jersey
Barbara S. Plake, BA, Buros Center for Testing, University of Nebraska–Lincoln, Lincoln, Nebraska
Ype H. Poortinga, PhD, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
W. James Popham, PhD, Graduate School of Education, University of California, Los Angeles, Los Angeles, California
Rachel F. Quenemoen, MS, National Center on Educational Outcomes, University of Minnesota, Minneapolis, Minnesota
Jennifer Randall, PhD, Department of Educational Policy, Research, and Administration, University of Massachusetts Amherst, Amherst, Massachusetts
Rosemary R. Reshetar, EdD, The College Board, Yardley, Pennsylvania
Joseph Rios, MA, Educational Testing Service, Princeton, New Jersey
Frederic Robin, EdD, Educational Testing Service, Princeton, New Jersey
H. Jane Rogers, PhD, Department of Educational Psychology, University of Connecticut, Storrs, Connecticut
Lawrence M. Rudner, PhD, The Arcturus Group, Easton, Maryland
Stephen G. Sireci, PhD, Department of Educational Policy, Research, and Administration, University of Massachusetts Amherst, Amherst, Massachusetts
Hariharan Swaminathan, PhD, Department of Educational Psychology, University of Connecticut, Storrs, Connecticut
Martha L. Thurlow, PhD, National Center on Educational Outcomes, University of Minnesota, Minneapolis, Minnesota
Betty Jean Usher-Tate, MA, Buros Center for Testing, University of Nebraska–Lincoln, Lincoln, Nebraska
Fons J. R. van de Vijver, PhD, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
Alina A. von Davier, PhD, Educational Testing Service, Princeton, New Jersey
Walter D. Way, PhD, Pearson, Iowa City, Iowa
Craig S. Wells, PhD, Department of Educational Policy, University of Massachusetts Amherst, Amherst, Massachusetts
April L. Zenisky, EdD, Department of Educational Policy, Research, and Administration, University of Massachusetts Amherst, Amherst, Massachusetts