User-Centered Assessment Design - Chatterji, Madhabi

Résumé :

I. Foundations
1. Foundational Concepts in Assessment Design
1.1 Chapter Overview
1.2 Assessments: Old and Emerging Traditions, a Starting Definition, and Some Distinctions
1.3 Viewpoints on Assessment, Measurement, Testing, and Evaluation
1.4 Role of Assessment in Scientific, Professional, and Practical Endeavors
1.5 Evaluating the Quality of Assessments and Construct Measures: Validity, Reliability, and Utility
1.6 Integrating Assessment Design, Validation, and Use: A User-Centered Process
1.7 Summary
2. Why Assess?: Measure-Based Inferences, Uses, Users, and Consequences
2.1 Chapter Overview
2.2 Back to the Future: Early Drivers, Milestones, and Consequences of Assessment Use
2.3 Modern Drivers and Consequences of Assessment Uses in Education
2.4 Modern Drivers and Consequences of Assessment Uses in Psychology, Health, Business, and Other Fields
2.5 Applying User-Centered Principles to Improve Practices
2.6 Summary
3. Whom to Assess? and How?: Specifying the Population and the Assessment Operations
3.1 Chapter Overview
3.2 Why Population Characteristics and the Socioecological Contexts of Assessments Matter
3.3 What Is Measurement Bias?: Case Studies and Hypothetical Illustrations
3.4 Selecting Assessment Operations for Diverse Populations and Multidisciplinary Constructs
3.5 Steps and Actions: Specifying Whom to Assess? and How? with the Process Model
3.6 Summary
II. Assessment Design
4. What to Assess?: Specifying the Domains for Constructs
4.1 Chapter Overview
4.2 Domain Sampling and Domain Specification: Functional Theory and Applied Illustrations
4.3 Construct Types, Domain Conceptualizations, and Structures
4.4 Domain Specification as a Part of the Process Model: Steps, Techniques, Guidelines, and Conventions
4.5 Content-Validating Specified Domains
4.6. Summary
5. Designing Assessments with Structured and Constructed-Response Items
5.1 Chapter Overview
5.2 Why the Mechanics of Item Construction Matter
5.3 Cognitive Constructs Measured Best with Structured- or Constructed-Response Items
5.4 Writing Structured-Response Items: Principles, Guidelines, and Applied Examples
5.5 Guidelines for Designing Constructed-Response and Essay Tasks
5.6. Instrument Assembly
5.7 An Application with the Process Model: A Case Study of Cognitively Based Item and Assessment Design to Foster Learning in Long Division
5.8 Summary
6. Designing Behavior-Based, Product-Based, and Portfolio-Based Assessments
6.1 Chapter Overview
6.2 Behavior-, Product-, and Portfolio-Based Assessments: Definitions, Examples, and Origins
6.3 Advantages of the Performance Assessment Format
6.4 Disadvantages of Performance Assessments: Human Vulnerabilities, Errors, and Biases
6.5 Three Case Studies: Applying the Process Model to Design and Validate Performance Assessments
6.6 Summary
7. Designing Survey-Based and Interview-Based Assessment Tools
7.1 Chapter Overview
7.2 Self-Report Instruments: Their Defining Properties and Common Applications
7.3 Historical Origins of Questionnaires and Attitude Surveys
7.4 Measurement Issues with the Self-Report Modality
7.5 General Design Guidelines for Self-Report Instruments
7.6 Ten More Guidelines for Writing Closed-Ended Survey Items
7.7 A Case Study: Applying the Process Model to Design Two Complementary Self-Report Tools
7.8 Summary
III. Validation and Use of Assessments
8. Analyzing Data from Assessments: A Statistics Refresher
8.1 Chapter Overview
8.2 Preparing for Data Analysis
8.3 Organizing the Data
8.4 Measures of Ce...

Biographie:
improving program and policy evaluation designs to support evidence-based practices...

Sommaire:
Madhabi Chatterji, PhD, is Professor Emerita of Measurement, Evaluation, and Education at Teachers College, Columbia University, where she founded the Assessment and Evaluation Research Initiative (AERI). AERI is dedicated to promoting meaningful use of assessment and evaluation information to improve equity and the quality of practices and policies in education, psychology, and the health professions. An award-winning, internationally recognized methodologist and educationist, Dr. Chatterji has taught and mentored numerous doctoral students and postdoctoral researchers over her 30-plus-year career. She is author or editor of more than 100 publications and is a Fellow of the National Education Policy Center. A public intellectual, Dr. Chatterji has spoken out frequently on the limitations of large-scale tests and the adverse social consequences of misused high-stakes educational assessments. Her longstanding scholarly interests lie in instrument design, validation, validity, and test use issues...