000			05854cam a2200589Mi 4500
999			_c920 _d920
001			a11527661
003			SIRSI
005			20230101003225.0
008			130703s2013 enka b 001 0 eng d
015			_aGBB372296 _2bnb
016	7		_a016473281 _2Uk
020			_a9781781909461 (hbk)
020			_a1781909466 (hbk)
035			_a(OCoLC)861919251
040			_aNLE _beng _cJCRC
245	0	0	_aValidity and Test Use : _ban International Dialogue on Educational Assessment, Accountability and Equity / _cedited by Madhabi Chatterji.
250			_a1st ed.
260			_aBingley, UK : _bEmerald, _c2013.
300			_axii, 323 p. : _bill. ; _c24 cm.
500			_aThe book compiles three invited chapters based on keynote speeches along with four reaction chapters to each. The chapters were originally presented at an invitational assessment conference held in March, 2012, co-sponsored by the Educational Testing Service, the National Science Foundation, and Teachers College, Columbia University through its Assessment and Evaluation Research Initiative (AERI).
504			_aIncludes bibliographical references and index.
505			_a"Validity and Test Use examines the overlapping topics of validity, validation, and use of educational tests and test data in practice, policy, and evaluative contexts around the globe. While educational testing is ubiquitous today, the validity (or the meaningfulness and defensibility) of test scores and assessment reports is frequently compromised in test use settings by factors that are still largely undocumented or poorly understood. Some of these factors concern the test itself (e.g. poorly constructed items). Others lie completely outside a test, having to do with ways in which assessment instruments and data they yield are put to use in applied environments. This book addresses a range of validity issues typically encountered in high stakes testing contexts, searching for solutions to two questions: To what extent are popular uses of educational tests and assessment information in international environments, valid? And: What can be done to optimize validity internationally, and with it, fair and equitable assessment and evaluation practices? Reflecting perspectives of a prominent cadre of measurement and evaluation scholars and policy experts, the book offers new insights and frameworks for improving validity at the nexus of assessment design and use." (Book Cover)
505			_aCONTENTS:
505			_aChapter 1. Global forces and Educational Assessment - A Foreword on Why We Need an International Dialogue on Validity and Test Use / _rMadhabi Chatterji
505			_aSection 1. Validity, Fairness and Testing of Individuals in High Stakes Decision-Making Contexts
505			_aChapter 2. Validity and Fairness in the Testing of Individuals / _rMichael Kane
505			_aChapter 3. Standardized Assessments and Implications for Improving Test and Sampling Designs: Applying Kane's Principles for Validation / _rAlina A. von Davier
505			_aChapter 4. Is Fairness Research Doing Justice? A Modest Proposal for an Alternative Validation Approach in Differential Item Functioning (DIF) Investigations / _r Kadriye Ercikan and Maria Elena Oliveri
505			_aChapter 5. Fairness and Validity from the Viewpoints of Different Assessment Actors: A French Reaction to Michael Kane's Contribution / _rSébastien Georges
505			_aChapter 6. The Gordon Commission's Perspectives on the Future of Assessment: Looking Beyond Kane's View / _rEdmund W. Gordon
505			_aSection 2. Validity Issues in Models of Teacher Evaluation and School Accountability
505			_aChapter 7. Evaluation-Centred School Improvement: Potential, Prerequisites, and Validity Considerations / _rAdrie Visscher
505			_aChapter 8. Education, Testing, and Validity: A Nordic Comparative Perspective / _r Jakob Wandall
505			_aChapter 9. Reflections on Rationality, Evidence and Issues of Validity: Evaluating Schools and Teachers / _r Aaron Pallas
505			_aChapter 10. International Parallels in Responses to Accountability Requirements: Validity Considerations / _rDrew H. Gitomer
505			_aChapter 11. Addressing Validity and Other Challenges in Evaluation-Centered School Improvement Models: Possibilities in the Netherlands and Malaysia / _rHaniza Yon
505			_aSection 3. Validity Issues in International Large-Scale Assessment (ILSA) Programs
505			_aChapter 12. Validity Issues in International Large Scale Assessment Programs: "Truth or consequences" / _rMichael J. Feuer
505			_aChapter 13. International Large Scale Assessment (ILSA) Programs and the Challenges of Consequential Validity / _rHans Wagemaker
505			_aChapter 14. Validity Issues in International Large Scale Assessment (ILSA) Programs: Tthoughts for Developing Countries / _rEduardo Backhoff
505			_aChapter 15. Validity and International Large Scale Assessment programs: a reaction to Feuer's "Truth" and "Consequences" / _rValena White Plisko
505			_aChapter 16. Applying Feuer's Validation Framework in a Canadian Context: a Look at International Large Scale Assessment programs / _rRobert Laurie
505			_aChapter 17. Insights, Emerging Taxonomies, and Theories of Action Towards Improving Validity / _rMadhabi Chatterji
650		0	_aAcademic achievement _xTesting.
650		0	_aExaminations _xValidity.
650		0	_aEducational evaluation.
700	1		_aChatterji, Madhabi
710			_aColumbia University, _bTeachers College.
856			_uhttp://www.emeraldgrouppublishing.com/products/books/notable/page.htm?id=9781781909461 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991035102809705161 _zCheck the UO Library catalog.
942			_2z _cBK