The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation

Bruce B. Frey

• Editore: SAGE Publications, Inc
• Anno: 2018
• ISBN:
  9781506326177
• Edizione: 1
• Argomento: Pedagogía
• Categoria: Evaluación y valoración en la educación

In an era of curricular changes, experiments, and high-stakes testing, educational measurement and evaluation are more important than ever. In addition to expected entries covering the basics of traditional theories and methods, The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation also covers important sociopolitical issues and trends influencing the future of that research and practice. Textbooks, handbooks, monographs, and other publications focus on various aspects of educational research, measurement, and evaluation, but to date, there exists no major reference guide for students new to the field. This comprehensive work fills that gap, covering traditional areas while pointing the way to future developments. Key Features:

• Nearly 700 signed entries are contained in an authoritative work spanning four volumes and available in electronic and/or print formats.
• Although organized A-to-Z, front matter includes a Reader's Guide grouping entries thematically to help students interested in a specific aspect of education research, measurement, and evaluation to more easily locate directly related entries.
• Back matter includes a Chronology of the development of the field; a Resource Guide to classic books, journals, and associations; and a detailed Index.
• Entries conclude with Further Readings and cross-references to related entries.
• The Index, Reader's Guide themes, and cross-references combine to provide a robust search-and-browse in the electronic version.

Index

NOTE: Page references to figures and tables are labelled as (fig.) and (table).

• A parameter, 1:1–3
  • defining, 1:1–2
  • ICC examples, 1:1 (fig.), 1:2 (fig.)
  • IIF examples, 1:2 (fig.)
  • interpreting a parameter, 1:2–3
• Aaronson, Daniel, 4:1786
• ABA designs, 1:3–6
  • example, 1:4–5, 1:5 (fig.)
  • identifying treatment effects, 1:5–6
  • limitations of ABA designs, 1:6
  • phase changes, 1:5
• Abbott, Mary I., 2:557
• Abbreviated Battery IQ, 4:1607
• Ability tests, 1:6–10
  • achievement tests, 1:8–9
  • aptitude tests, 1:8
  • classification of ability tests, 1:7–8
  • controversies in ability testing, 1:10
  • criteria for evaluating ability tests, 1:9–10
  • standardization of ability tests, 1:9
• Ability-achievement discrepancy, 1:10–14
  • origin of IQ-achievement discrepancy definition, 1:11
  • problems with discrepancy definitions, 1:11–13
• Abma, Tineke, 3:1428, 3:1429
• Abstracts, 1:14–15
  • function, 1:14
  • length, 1:14–15
  • structure, 1:15
• Academic Ranking of World Universities, 3:1368
• Accenture, 3:1245
• Accessibility of assessment, 1:15–19
  • accessibility of computer-based assessments, 1:16–17
  • after administration, 1:18
  • assessment accessibility versus validity, 1:17
  • assessment administration phase, 1:17–18
  • assessment design and development phase, 1:17
  • maximizing, 1:17
  • related concepts, 1:16
• Accommodations, 1:19–23
  • alternative interventions, 1:22–23
  • history of, 1:20
  • potential accommodations, 1:22
  • selecting accommodations, 1:20–22
• Accountability, 1:23–25
• Accreditation, 1:25–27
  • accreditation in higher education, 1:26–27
  • ISO 20252 certification and accreditation, 2:886
  • See also individual accrediting agencies
• Achieve model, 1:63
• Achievement tests, 1:27–33
  • achievement tests versus aptitude tests, 1:27–28
  • benefits and limitations, 1:32
  • brief history of achievement tests in United States, 1:28–29
  • essentials of achievement tests, 1:29–30
• ACT, 1:33–36
  • ability tests, overview, 1:8
  • achievement tests, overview, 1:30
  • ACT, Inc., 1:34, 1:35, 1:48
  • admissions tests, overview, 1:48–50
  • Every Student Succeeds Act and, 2:633
  • history, 1:33–34
  • history of education research and, 2:570
  • history of testing and, 4:1684
  • holistic scoring for, 2:789
  • homeschooling and, 2:792
  • item response theory (IRT) and, 2:903
  • multiple-choice items on, 3:1114
  • multitrait-multimethod matrix and, 3:1118
  • preparing for, 1:34–35
  • score linking for, 4:1477, 4:1478
  • standardized scores of, 4:1596
  • statistical measures, 1:417, 1:41...