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Integrating Timing Considerations to Improve Testing Practices synthesizes a wealth of theory and research on time issues in assessment into actionable advice for test development, administration, and scoring. One of the major advantages of computer-based testing is the capability to passively record test-taking metadata-including how examinees use time and how time affects testing outcomes. This has opened many questions for testing administrators. Is there a trade-off between speed and accuracy in test taking? What considerations should influence equitable decisions about extended-time accommodations? How can test administrators use timing data to balance the costs and resulting validity of tests administered at commercial testing centers? In this comprehensive volume, experts in the field discuss the impact of timing considerations, constraints, and policies on valid score interpretations; administrative accommodations, test construction, and examinees' experiences and behaviors; and how to implement the findings into practice. These 12 chapters provide invaluable resources for testing professionals to better understand the inextricable links between effective time allocation and the purposes of high-stakes testing. The Open Access version of this book, available at https://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Examinations --- Educational tests and measurements --- Validity. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Psychological tests --- Test results --- Test validity --- Validity of examinations --- Rating of --- Interpretation

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303.72 --- #SBIB:303H520 --- Vormen van analyse --(sociaal onderzoek) --- Methoden sociale wetenschappen: techniek van de analyse, algemeen --- Examinations --- Test bias --- Validity. --- Evaluation. --- 303.72 Vormen van analyse --(sociaal onderzoek) --- Bias in tests --- Prejudice in testing --- Discrimination in education --- Educational tests and measurements --- Test results --- Test validity --- Validity of examinations --- Validity --- Evaluation --- Interpretation

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This open access book examines the challenges and issues caused by a move to a marketized education system in Sweden. Observing the introduction of the school voucher system and a postmodern social constructivist view of knowledge, the move away from objective knowledge is identified as the core reason for Sweden’s current education crisis. The impact of declining education standards on the labor market is also discussed. This book highlights the issues seen in Sweden and suggests policies that can improve education in the rest of the Western world as well. It will be relevant to students and researchers interested in education and labor economics. .

Economics --- Labour economics --- Political economy --- Swedish Educational System --- Educational Performance in Swedish Schools --- Marketized Education --- Test Results and National Economic Performance --- Dysfunctional work environment --- Fragmentation of the Swedish School System --- Open Access --- Education --- Labor economics. --- Economics. --- Education Economics. --- Labor Economics. --- Political Economy and Economic Systems. --- Economic aspects. --- Economic theory --- Social sciences --- Economic man --- Education and state --- Educational change --- Privatization in education --- Standards

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Ability --- Educational tests and measurements --- Examinations --- Aptitude --- Tests et mesures en éducation --- Examens --- Testing --- Design and construction --- Interpretation --- Tests --- Elaboration --- Interprétation des résultats --- 159.9 --- -Educational tests and measurements --- -Examinations --- -Competitive examinations --- Questions and answers --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Psychological tests --- Abilities --- Proficiency --- Skill --- Skills --- Talent --- Talents --- Expertise --- Psychologie: zie ook: Psychiatrie: n-{616.89-008} en n-{615.851} --- Rating of --- -Psychologie: zie ook: Psychiatrie: n-{616.89-008} en n-{615.851} --- 159.9 Psychologie --- 159.9 Psychologie: zie ook: Psychiatrie: n-{616.89-008} en n-{615.851} --- Psychologie --- -Educational assessment --- Competitive examinations --- Tests et mesures en éducation --- Interprétation des résultats --- Interpretation of examinations --- Test interpretation --- Test results --- Test construction --- Test design --- Ability testing --- Aptitude tests --- Testing, Ability --- Validity --- 159.9 Psychology --- Psychology

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Test equating methods are used with many standardized tests in education and psychology to ensure that scores from multiple test forms can be used interchangeably. In recent years, researchers from the education, psychology, and statistics communities have contributed to the rapidly growing statistical and psychometric methodologies used in test equating. This book provides an introduction to test equating which both discusses the most frequently used equating methodologies and covers many of the practical issues involved. This second edition expands upon the coverage of the first edition by providing a new chapter on test scaling and a second on test linking. Test scaling is the process of developing score scales that are used when scores on standardized tests are reported. In test linking, scores from two or more tests are related to one another. Linking has received much recent attention, due largely to investigations of linking similarly named tests from different test publishers or tests constructed for different purposes. The expanded coverage in the second edition also includes methodology for using polytomous item response theory in equating. The themes of the second edition include: * the purposes of equating, scaling and linking and their practical context * data collection designs * statistical methodology * designing reasonable and useful equating, scaling, and linking studies * importance of test development and quality control processes to equating * equating error, and the underlying statistical assumptions for equating Michael J. Kolen is a Professor of Educational Measurement at the University of Iowa. Robert L. Brennan is E. F. Lindquist Chair in Measurement and Testing and Director of the Center for Advanced Studies in Measurement and Assessment at the University of Iowa. Both authors are acknowledged experts on test equating, scaling, and linking, they have authored numerous publications on these subjects, and they have taught many workshops and courses on equating. Both authors have been President of the National Council on Measurement in Education (NCME), and both received an NCME award for Outstanding Technical Contributions to Educational Measurement following publication of the first edition of this book. Professor Brennan received an NCME award for Career Contributions to Educational Measurement and authored Generalizability Theory published by Springer-Verlag. .

Educational tests and measurements --- Examinations --- Psychological tests --- Methoden en technieken --- Standards. --- Design and construction. --- Interpretation. --- Scoring. --- statistiek --- statistiek. --- Mental tests --- Psychological assessment --- Tests, Psychological --- Psychology --- Testing --- Clinical psychology --- Remote scoring of examinations --- Scoring of examinations --- Self-scoring of examinations --- Test scoring --- Interpretation of examinations --- Test interpretation --- Test results --- Test construction --- Test design --- Educational assessment --- Educational measurements --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Standards --- Design and construction --- Interpretation --- Scoring --- Methodology --- Validity --- Rating of --- Statistics . --- Assessment. --- Psychometrics. --- Statistics for Social Sciences, Humanities, Law. --- Assessment, Testing and Evaluation. --- Measurement, Mental --- Measurement, Psychological --- Psychological measurement --- Psychological scaling --- Psychological statistics --- Psychometry (Psychophysics) --- Scaling, Psychological --- Scaling (Social sciences) --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Mathematics --- Econometrics --- Measurement --- Scaling