| Each chapter opens with Introduction and closes with |
| Preface / Chapter Tests： |
| Basic Concepts / I： |
| Measurement: Its Nature and Function / l1： |
| Assessment and Measurement |
| How Much Precision Is Needed? |
| Variables That Are Not Directly Observable? |
| Observation and Quantification |
| The Paradox of Testing |
| The Respectful Use of Tests |
| Measurement and Evaluation in the Educational Process |
| Subjectivity and Objectivity |
| Educational Decisions Founded on Evaluation |
| Essential Knowledge and Skills |
| The Goals and Functions of Testing |
| Instructional Functions |
| Administrative Functions |
| Research and Evaluation |
| Guidance Functions |
| Communicating Information: Interpretation of Quantitative Data / 2： |
| Frequency Distributions, Central Tendency, and Skewness (programmed) |
| Classification and Tabulation |
| The Ungrouped Frequency Distribution |
| Central Tendency and Variability |
| The Median |
| The Mean |
| The Mode |
| Comparisons of the Mean, Median, and Mode |
| Measures of Variability |
| The Meaning of Variability |
| The Range |
| The Variance and Standard Deviation |
| Which Measure Is Best? |
| The Meaning and Application of Norms / 3： |
| Norms Are Not Standards |
| The Normal Distribution |
| Many Measures Report Scores That Are Based on the Normal Curve |
| Standard Scores Are Useful in Describing Performance |
| z-Scores |
| The T-Scale |
| Stanines |
| Normal Curve Equivalent (NCE) Scores |
| Norms Provide a Means of Comparison with a Reference Group |
| A Representative Sample Is Needed for Accurate Norms |
| Norms Should Be Relevant |
| Norms Should Be Current |
| Test Validity / 4： |
| Content Validity |
| Criterion-Related Validity |
| Correlation and Prediction (programmed) |
| The Concept of Correlation |
| Correlation and Scatterplots |
| Interpreting Correlation Coefficients |
| Correlation vs. Causation |
| Influence of N |
| Validity Coefficients |
| Some Examples of Criterion-Related Validity |
| Another Example of Predictive Validity |
| How Large Does a Validity Coefficient Need to Be? |
| Expectancy Tables |
| Concurrent Validity |
| Validity Consequences of the Reliability of the Criterion |
| The Effect of Restricted Variability on Criterion-Related Validity |
| Construct Validity |
| Test Reliability / 5： |
| Errors of Measurement and Reliability |
| Reliability and True Scores |
| True Scores |
| The Standard Error of Measurement |
| The Standard Deviation and the Standard Error of Measurement |
| Some Test Theory |
| Index of Reliability vs. Reliability Coefficient |
| Regression Toward the Mean |
| Estimating True Scores from Observed Scores |
| Test Length, Reliability, and The Spearman-Brown Prophecy Formula |
| Test Length |
| Estimating Reliability: The Test-Retest Method |
| Parallel-Form Reliability |
| The Split-Half Method |
| Reliability via Internal Consistency |
| Kuder-Richardson Formula 20 |
| Coefficient Alpha |
| Kuder-Richardson Formula 21 |
| Speeded Tests |
| What Is a High Reliability Coefficient? |
| Extraneous Factors that Influence Performance of Cognitive Tests / 6： |
| Test Sophistication, Practice |
| Each chapter opens with Introduction and closes with |
| Preface / Chapter Tests： |
| Basic Concepts / I： |
| Measurement: Its Nature and Function / l1： |
| Assessment and Measurement |
| How Much Precision Is Needed? |
