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Book review

Validity in educational and psychological assessment

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References

  • American Educational Research Association (AERA), American Psychological Association (APA) & National Council on Measurement in Education (NCME) (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
  • Berliner, D. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287–302. doi: 10.1080/0305764X.2011.607151
  • Black, P., & Wiliam, D. (2014). Assessment and the design of educational materials. Educational Designer, 2(7). Retrieved from: http://www.educationaldesigner.org/ed/volume2/issue7/article23/
  • Black, P., Burkhardt, H., Daro, P., Jones, I., Lappan, G., Pead, D., & Stephens, M. (2012). High-stakes examinations to support policy: Design, development and implementation. Report of an ISDDE Working Group. Educational Designer, 2(5). Retrieved from: http://www.educationaldesigner.org/ed/volume2/issue5/article16/
  • Bramley, T. (2012). “Measurement” and “construct” need to be clarified first: Commentary on Newton, P. E. “Clarifying the consensus definition of validity”. Measurement: Interdisciplinary Research & Perspective, 10(1–2), 42–45.
  • Clausen-May, T. (2001). An approach to test development. Slough: NFER.
  • Daro, P., & Burkhardt, H. (2012). A population of assessment tasks. Journal of Mathematics Education at Teachers College, 3(1), 19–25.
  • Foster, C. (2013). Resisting reductionism in mathematics pedagogy. Curriculum Journal, 24(4), 563–585. doi: 10.1080/09585176.2013.828630
  • National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment. In J. Pelligrino, N. Chudowsky, & R. Glaser (Eds.), Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

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