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This text employs a somewhat traditional approach to the study of educational tests and measurement so that teachers will understand essential psychometric concepts and be able to apply them in the classroom. The principles that guide the development of this text are (1) What essential knowledge and skills do classroom teachers need to conduct student assessments in a professional manner, and (2) What does the research on educational assessment tell us? This focus has resulted in a uniquely approachable, but technically accurate presentation of the material. While providing a slightly more technical presentation of the material than more basic texts, this text is both approachable and comprehensive. The text includes a gentle introduction to the basic mathematics of measurement, and expands traditional coverage to include a thorough discussion of performance and portfolio assessments, a complete presentation of assessment accommodations for students with disabilities, and a practical discussion of professional best practices in educational measurement.

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• Each chapter begins with "Introduction" and concludes with "Summary," "Tables," "Figures," and "Special Interest Topics."
• 1 Introduction to Educational Assessment
• The Language of Assessment
• Assumptions of Educational Assessment
• Participants in the Assessment Process
• Common Application of Educational Assessments
• What Teachers Need to Know About Assessment
• Educational Assessment in the 21st Century
• 2 The Basic Mathematics of Measurement
• The Role of Mathematics in Assessment
• Scales of Measurement
• The Description of Test Scores
• Correlation Coefficients
• 3 The Meaning of Test Scores
• Norm-Referenced & Criterion-Referenced Score Interpretations
• Norm-Referenced, Criterion-Referenced, or Both?
• Qualitative Description of Scores
• 4 Reliability for Teachers
• Errors of Measurement
• Methods of Estimating Reliability
• The Standard Error of Measurement
• Reliability: Practical Strategies for Teachers
• 5 Validity for Teachers
• "Types of Validity" versus "Types of Validity Evidence."
• Types of Validity Evidence
• Validity: Practical Strategies for Teachers
• 6 Item Analysis for Teachers
• Item Difficulty Index (or Item Difficulty Level)
• Item Discrimination
• Distracter Analysis
• Item Analysis: Practical Strategies for Teachers
• Using Item Analysis to Improve Items
• Item Analysis and Performance Assessments
• Qualitative Item Analysis
• Using Item Analysis to Improve Classroom Instruction
• 7 The Initial Steps in Developing a Classroom Test: Deciding What to Test and How to Test
• Characteristics of Educational Objectives
• Taxonomy of Educational Objectives
• Behavioral versus Nonbehavioral Educational Objectives
• Writing Educational Objectives
• Developing a Table of Specifications
• Implementing the Table of Specifications and Developing an Assessment
• Preparing your Students and Administering the Assessment
• 8 The Development and Use of Selected-Response Items
• Multiple-choice Items
• True-False Items
• Matching Items
• 9 The Development and Use of Constructed-Response Items
• Oral Testing: The Oral Essay as a Precursor of Constructed-Response Items
• Essay Items
• Short-Answer Items
• A Final Note: Constructed-Response versus Selected-Response Items