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Measurement and Assessment in Education, 2nd edition

  • Cecil R. Reynolds
  • Ronald B. Livingston
  • Victor Willson

Published by Pearson (April 29th 2008) - Copyright © 2009

2nd edition

Measurement and Assessment in Education

ISBN-13: 9780205579341

Includes: Paperback
Free delivery
$143.99 $179.99

What's included

  • Paperback

    You'll get a bound printed text.


Measurement and Assessment in Education, Second Edition, employs a pragmatic 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 this text are:

  1. What essential knowledge and skills do classroom teachers need to conduct student assessments in a professional manner? 
  2. What does the research on educational assessment tell us?

This focus has resulted in a uniquely approachable and technically accurate presentation of the material.


While providing a slightly more technical presentation of measurement and assessment 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. 


Highlights of This Text

  • This text is very user friendly, helping students to master the more technical aspects of educational assessment and gain a good understanding of the mathematical concepts needed to master measurement and assessment (Chapters 2—6).
  • Ethical principles, legal issues, and professional standards relevant to classroom assessment are covered thoroughly so that students are prepared to conduct classroom assessments in a professional and ethical manner (throughout the text, but specifically in Chapter 17).
  • An entire chapter (Chapter15) is devoted to the use of assessments for students with disabilities to prepare students to assess the knowledge and skills of all students, including those with disabilities.
  • Contemporary issues regarding the assessment of students are covered in detail so that students are aware of important issues related to educational assessment.
  • Numerous pedagogical devices such as exercises, cases, and end-of-chapter problems are included throughout the text so that students can explore topics further.
  • Audio enhanced PowerPointTM lectures featuring Dr. Victor Willson are particularly useful for student review and mastery of the material presented.
  • A Test Bank is also available to instuctors. 




Table of contents

Chapter 1: Introduction to Educational Assessment


I. Introduction


II. The Language of Assessment

A. Tests, Measurement, & Assessment

            B. Types of Tests

            C. Types of Scores Interpretations


III. Assumptions of Educational Assessment

A. Psychological and educational constructs exist.

B. Psychological and educational constructs can be measured.

C. While we can measure constructs, our measurement is not perfect.

D. There are different ways to measure any given construct.

E. All assessment procedures have strengths and limitations.

F. Multiple sources of information should be part of the assessment process.

G. Performance on tests can be generalized to non-test behaviors.

H. Assessment can provide information that helps educators make better        educational decisions.

I. Assessments can be conducted in a fair manner.

J. Testing and assessment can benefit our educational institutions and society as a whole.


IV. Participants in the Assessment Process

            A. People who develop tests.

            B. People who use tests.

            C. People who take tests.

            D. Other people involved in the assessment process.


V. Common Application of Educational Assessments

            A. Student Evaluation

            B. Instructional Decisions

            C. Selection, Placement, and Classification Decisions

            D. Policy Decisions

            E. Counseling and Guidance Decisions


VI. What Teachers Need to Know About Assessment

A. Teachers should be proficient in selecting professionally developed assessment

procedures that are appropriate for making instructional decisions.

B. Teachers should be proficient in developing assessment procedures that are

appropriate for making instructional decisions.

C. Teachers should be proficient in administering, scoring, and interpreting

professionally developed and teacher-made assessment procedures.

D. Teachers

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