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Principles of educational and psychological measurement and evaluation / James W. Newton

By: Material type: TextTextPublication details: Unites States of America : Wadsworth, Cengage Learning, c1997Edition: Fourth editionDescription: xxix, 657 pages : illustrations ; 23 cmISBN:
  • 9781111305543
Subject(s): LOC classification:
  • LB 3051 .S39 1997
Contents:
Part1. measurement and evaluation in education and psychology -- Part2. Principles and methods of classroom test construction -- Part3. Summarizing and interpreting measurements -- Part4. Criteria for evaluating items, test and measurement -- Part5. Selecting, evaluating and using standardized tests -- Part6. Evaluating students and programs .
Summary: This text, in its attempt to cover topics common to most introductory testing and measurement courses such as test construction, elementary statistical concept, reliability and validity, and use of the various types of standardized test, also attempts to meet additional objectives that are too often slighted or disregarded in introductory texts.
Item type: Books
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Holdings
Item type Current library Home library Collection Call number Copy number Status Date due Barcode
Books Books National University - Manila LRC - Annex General Circulation Elementary Education GC LB 3051 .S39 1997 (Browse shelf(Opens below)) c.1 Available NULIB000010617

Includes bibliographical references and index.

Part1. measurement and evaluation in education and psychology -- Part2. Principles and methods of classroom test construction -- Part3. Summarizing and interpreting measurements -- Part4. Criteria for evaluating items, test and measurement -- Part5. Selecting, evaluating and using standardized tests -- Part6. Evaluating students and programs .

This text, in its attempt to cover topics common to most introductory testing and measurement courses such as test construction, elementary statistical concept, reliability and validity, and use of the various types of standardized test, also attempts to meet additional objectives that are too often slighted or disregarded in introductory texts.

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