Designing and Using Tools for Educational Assessment

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Allyn and Bacon, 2003 - Education - 498 pages
This text is intended for the large group of non-measurement professionals who need to know about creating assessment tools and using them for decision-making. Teachers, administrators, and instructional support personnel will find that this book provides a balanced treatment of design, validation and use of assessment tools for varied learning outcomes and needs. This treatment includes traditional and alternative assessments. The book is straightforward and applied with minimal statistical content. Numerous examples, case studies, tables, figures, and a Web site with chapter highlights and exercises support the applied focus of this book. Psychologists or those involved with educational psychology.

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Basic Concepts
Purposes for Educational Assessment
Validity Reliability

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About the author (2003)


Madhabi Chatterji (previously Madhabi Banerji) received her Ph.D in measurement and evaluation from the University of South Florida in 1990, and now holds the position of Associate Professor in Measurement, Evaluation, and Education at Teachers College, Columbia University. With over 10 years experience in education, public health, and corporate applications, Professor Chatterji currently teaches introductory measurement to practicing professionals, and the core graduate courses in evaluation methods and theory, and instrument design and validation at Columbia University's Teachers College. Research interests are broad and include designing classroom- and school-based assessment systems, development and validation of construct measures with classical and Rasch measurement methods, evaluating standards-based educational reforms and small- and large-scale interventions with systemic models.

A firm believer in the integration of theory with practice and policy, Madhabi Chatterji's publications include her book and computer module, titled Designing and using tools for educational assessment (Allyn & Bacon, 2003); several evaluation studies and syntheses published in Teachers College Record (in press), Review of Educational Research (2002), American Journal of Public Health (2000), Journal of Learning Disabilities (1998), and Journal of Experimental Education (1998); and research on instrument design and validation published in Educational and Psychological Measurement (1998, 1999, 2002), Journal of Applied Measurement (2000, 2002), Journal of Psychoeducational Assessment (1992), and Journal of Outcome Measurement (1997). The last paper received the Distinguished Paper Award from the Florida Educational Research Association in 1993.

Chatterji has provided numerous seminars/workshops on assessment topics to teachers, practitioners and diverse professionals in public and private settings, and authored a series of guides published by the Florida Department of Education, titled "A Guide to Teaching and Assessing with Florida's Goal Three Standards"(1997) as a part of the state's Goals 2000 effort. Her work with a large number of schools and school districts in Florida and New York has focused largely on capacity-building in assessment, evaluation, and use of data. Research papers now in progress includes one that addresses the use of mixed-method designs to generate research evidence on education programs (received the 2004 AERA Division H Award for Advances in Research Methodology). A book on the same topic is also under consideration.

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