Improving Large-Scale Assessment in Education

<p>Large-scale assessments (LSAs) play a growing role in education policy decisions, accountability, and education planning worldwide. This book focuses on central issues that are key components of successful planning, development and implementation of LSAs. The book’s main distinction is its focus on practice- based, cutting-edge research. This is achieved by having chapters co-authored by world-class researchers in collaboration with measurement practitioners. The result is a how-to book whose language is accessible to practitioners and graduate students as well as academics. </p><p>No other book so thoroughly covers current issues in the field of large-scale assessment. An introductory chapter is followed by sixteen chapters that each focus on a specific issue. The content is prescriptive and didactic in nature but based on the most recent scientific research. It includes successful experiences, exemplary practices, training modules, interesting breakthroughs or alternatives, and promising innovations regarding large-scale assessments. Finally, it covers meaningful topics that are currently taking center stage such as motivating students, background questionnaires, comparability of different linguistic versions of assessments, and cognitive modeling of learning and assessment.</p> <p>1. Introduction <em>Marielle Simon, Kadriye Ercikan and Michel Rousseau</em> <strong>I. Assessment Design, Development And Delivery </strong>2. Large-scale assessment design and development for the measurement of student cognition <em>Jacqueline P. Leighton </em>3. Role and Design of Background Questionnaires in Large-scale Assessments <em>Ruth A. Childs and Orlena Broomes </em>4. Student Motivation in Large-Scale Assessments <em>Christina van Barneveld, Sherri-Lynne Pharand, Lori Ruberto, and Daphne Haggarty </em>5. Computer-Based and Computer-Adaptive Testing <em>Richard M. Luecht </em><strong>II: Assessing Diverse Populations </strong>6. Academic Assessment of English Language Learners: A Critical Probabilistic, Systemic View <em>Guillermo Solano-Flores and Martha Gustafson </em>7. Score Comparability of Multiple Language Versions of Assessments Within Jurisdictions <em>Kadriye Ercikan, Marielle Simon, and Maria Elena Oliveri </em>8. Accommodating Special Needs for Large-scale Assessments <em>Leilani Sáez, Elisa Jamgochian, and Gerald Tindal </em><strong>III. Scoring, Score Reporting And Use Of Scores</strong> 9. Scoring issues in large-scale assessments <em>María Elena Oliveri, Britta Gundersen-Bryden, and Kadriye Ercikan</em> 10. Standard Setting: Past, Present and Perhaps the Future <em>Robert W. Lissitz </em>11. From "Here’s the Story" to "You’re in Charge": Developing and Maintaining Large-scale Online Test and Score Reporting Resources <em>April L. Zenisky and Ronald K. Hambleton </em>12. Making Value-Added Inferences from Large-Scale Assessments <em>Derek C. Briggs </em><strong>IV. Psychometric Modeling And Statistical Analysis</strong> 13. Complex Person and Item Sampling: Implications for Analysis and Inference <em>Jessica L. Mislevy, Laura M. Stapleton, and André A. Rupp </em>14. Taking Atypical Response Patterns into Account:A Multidimensional Measurement Model from Item Response Theory <em>Gilles Raîche, David Magis, Jean-Guy Blais, and Pierre Brochu </em>15. Missing data: Issues and Treatments <em>Michel Rousseau </em>16. Measurement and Statistical Analysis Issues with Longitudinal Assessment Data <em>Bruno D. Zumbo, Amery D. Wu and Yan Liu</em></p>