{"product_id":"criterionreferenced-test-development-9781118943403","title":"Criterionreferenced Test Development","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eCriterion-Referenced Test Development\u003c\/i\u003e is designed specifically for training professionals who need to better understand how to develop criterion-referenced tests (CRTs). This important resource offers step-by-step guidance for how to make and defend Level 2 testing decisions, how to write test questions and performance scales that match jobs, and how to show that those certified as ?masters? are truly masters. A comprehensive guide to the development and use of CRTs, the book provides information about a variety of topics, including different methods of test interpretations, test construction, item formats, test scoring, reliability and validation methods, test administration, a score reporting, as well as the legal and liability issues surrounding testing. New revisions include:  \u003cul\u003e \u003cli\u003eIllustrative real-world examples.\u003c\/li\u003e \u003cli\u003eIssues of test security.\u003c\/li\u003e \u003cli\u003eAdvice on the use of test creation software.\u003c\/li\u003e \u003cli\u003eExpanded sections on performance testing.\u003c\/li\u003e \u003cli\u003eSingle adm\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003eList of Figures, Tables, and Sidebars xxiii\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eIntroduction: A Little Knowledge Is Dangerous 1\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhy Test? 1\u003c\/p\u003e \u003cp\u003eWhy Read This Book? 2\u003c\/p\u003e \u003cp\u003eA Confusing State of Affairs 3\u003c\/p\u003e \u003cp\u003eMisleading Familiarity 3\u003c\/p\u003e \u003cp\u003eInaccessible Technology 4\u003c\/p\u003e \u003cp\u003eProcedural Confusion 4\u003c\/p\u003e \u003cp\u003eTesting and Kirkpatrick’s Levels of Evaluation 5\u003c\/p\u003e \u003cp\u003eCertification in the Corporate World 7\u003c\/p\u003e \u003cp\u003eCorporate Testing Enters the New Millennium 10\u003c\/p\u003e \u003cp\u003eWhat Is to Come. . . 11\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Background: The Fundamentals 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Test Theory 15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Testing? 15\u003c\/p\u003e \u003cp\u003eWhat Does a Test Score Mean? 17\u003c\/p\u003e \u003cp\u003eReliability and Validity: A Primer 18\u003c\/p\u003e \u003cp\u003eReliability 18\u003c\/p\u003e \u003cp\u003eEquivalence Reliability 19\u003c\/p\u003e \u003cp\u003eTest-Retest Reliability 19\u003c\/p\u003e \u003cp\u003eInter-Rater Reliability 19\u003c\/p\u003e \u003cp\u003eValidity 20\u003c\/p\u003e \u003cp\u003eFace Validity 23\u003c\/p\u003e \u003cp\u003eContext Validity 23\u003c\/p\u003e \u003cp\u003eConcurrent Validity 23\u003c\/p\u003e \u003cp\u003ePredictive Validity 24\u003c\/p\u003e \u003cp\u003eConcluding Comment 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Types of Tests 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCriterion-Referenced Versus Norm-Referenced Tests 25\u003c\/p\u003e \u003cp\u003eFrequency Distributions 25\u003c\/p\u003e \u003cp\u003eCriterion-Referenced Test Interpretation 28\u003c\/p\u003e \u003cp\u003eSix Purposes for Tests in Training Settings 30\u003c\/p\u003e \u003cp\u003eThree Methods of Test Construction (One of Which You Should Never Use) 32\u003c\/p\u003e \u003cp\u003eTopic-Based Test Construction 32\u003c\/p\u003e \u003cp\u003eStatistically Based Test Construction 33\u003c\/p\u003e \u003cp\u003eObjectives-Based Test Construction 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Overview: The CRTD Model and Process 37\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 The CRTD Model and Process 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRelationship to the Instructional Design Process 39\u003c\/p\u003e \u003cp\u003eThe CRTD Process 43\u003c\/p\u003e \u003cp\u003ePlan Documentation 44\u003c\/p\u003e \u003cp\u003eAnalyze Job Content 44\u003c\/p\u003e \u003cp\u003eEstablish Content Validity of Objectives 46\u003c\/p\u003e \u003cp\u003eCreate Items 46\u003c\/p\u003e \u003cp\u003eCreate Cognitive Items 46\u003c\/p\u003e \u003cp\u003eCreate Rating Instruments 47\u003c\/p\u003e \u003cp\u003eEstablish Content Validity of Items and Instruments 47\u003c\/p\u003e \u003cp\u003eConduct Initial Test Pilot 47\u003c\/p\u003e \u003cp\u003ePerform Item Analysis 48\u003c\/p\u003e \u003cp\u003eDifficulty Index 48\u003c\/p\u003e \u003cp\u003eDistractor Pattern 48\u003c\/p\u003e \u003cp\u003ePoint-Biserial 48\u003c\/p\u003e \u003cp\u003eCreate Parallel Forms or Item Banks 49\u003c\/p\u003e \u003cp\u003eEstablish Cut-Off Scores 49\u003c\/p\u003e \u003cp\u003eInformed Judgment 50\u003c\/p\u003e \u003cp\u003eAngoff 50\u003c\/p\u003e \u003cp\u003eContrasting Groups 50\u003c\/p\u003e \u003cp\u003eDetermine Reliability 50\u003c\/p\u003e \u003cp\u003eDetermine Reliability of Cognitive Tests 50\u003c\/p\u003e \u003cp\u003eEquivalence Reliability 51\u003c\/p\u003e \u003cp\u003eTest-Retest Reliability 51\u003c\/p\u003e \u003cp\u003eDetermine Reliability of Performance Tests 52\u003c\/p\u003e \u003cp\u003eReport Scores 52\u003c\/p\u003e \u003cp\u003eSummary 53\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: The CRTD Process: Planning and Creating the Test 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Plan Documentation 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Document? 57\u003c\/p\u003e \u003cp\u003eWhat to Document 63\u003c\/p\u003e \u003cp\u003eThe Documentation 64\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Analyze Job Content 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eJob Analysis 75\u003c\/p\u003e \u003cp\u003eJob Analysis Models 77\u003c\/p\u003e \u003cp\u003eSummary of the Job Analysis Process 78\u003c\/p\u003e \u003cp\u003eDACUM 79\u003c\/p\u003e \u003cp\u003eHierarchies 87\u003c\/p\u003e \u003cp\u003eHierarchical Analysis of Tasks 87\u003c\/p\u003e \u003cp\u003eMatching the Hierarchy to the Type of Test 88\u003c\/p\u003e \u003cp\u003ePrerequisite Test 89\u003c\/p\u003e \u003cp\u003eEntry Test 89\u003c\/p\u003e \u003cp\u003eDiagnostic Test 89\u003c\/p\u003e \u003cp\u003ePosttest 89\u003c\/p\u003e \u003cp\u003eEquivalency Test 90\u003c\/p\u003e \u003cp\u003eCertification Test 90\u003c\/p\u003e \u003cp\u003eUsing Learning Task Analysis to Validate a Hierarchy 91\u003c\/p\u003e \u003cp\u003eBloom’s Original Taxonomy 91\u003c\/p\u003e \u003cp\u003eKnowledge Level 92\u003c\/p\u003e \u003cp\u003eComprehension Level 93\u003c\/p\u003e \u003cp\u003eApplication Level 93\u003c\/p\u003e \u003cp\u003eAnalysis Level 93\u003c\/p\u003e \u003cp\u003eSynthesis Level 93\u003c\/p\u003e \u003cp\u003eEvaluation Level 94\u003c\/p\u003e \u003cp\u003eUsing Bloom’s Original Taxonomy to Validate a Hierarchy 94\u003c\/p\u003e \u003cp\u003eBloom’s Revised Taxonomy 95\u003c\/p\u003e \u003cp\u003eGagné’s Learned Capabilities 96\u003c\/p\u003e \u003cp\u003eIntellectual Skills 96\u003c\/p\u003e \u003cp\u003eCognitive Strategies 97\u003c\/p\u003e \u003cp\u003eVerbal Information 97\u003c\/p\u003e \u003cp\u003eMotor Skill 97\u003c\/p\u003e \u003cp\u003eAttitudes 97\u003c\/p\u003e \u003cp\u003eUsing Gagné’s Intellectual Skills to Validate a Hierarchy 97\u003c\/p\u003e \u003cp\u003eMerrill’s Component Design Theory 98\u003c\/p\u003e \u003cp\u003eThe Task Dimension 99\u003c\/p\u003e \u003cp\u003eTypes of Learning 99\u003c\/p\u003e \u003cp\u003eUsing Merrill’s Component Design Theory to Validate a Hierarchy 99\u003c\/p\u003e \u003cp\u003eData-Based Methods for Hierarchy Validation 100\u003c\/p\u003e \u003cp\u003eWho Killed Cock Robin? 102\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Content Validity of Objectives 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Process 105\u003c\/p\u003e \u003cp\u003eThe Role of Objectives in Item Writing 106\u003c\/p\u003e \u003cp\u003eCharacteristics of Good Objectives 107\u003c\/p\u003e \u003cp\u003eBehavior Component 107\u003c\/p\u003e \u003cp\u003eConditions Component 108\u003c\/p\u003e \u003cp\u003eStandards Component 108\u003c\/p\u003e \u003cp\u003eA Word from the Legal Department About Objectives 109\u003c\/p\u003e \u003cp\u003eThe Certification Suite 109\u003c\/p\u003e \u003cp\u003eCertification Levels in the Suite 110\u003c\/p\u003e \u003cp\u003eLevel A—Realworld 110\u003c\/p\u003e \u003cp\u003eLevel B—High-Fidelity Simulation 111\u003c\/p\u003e \u003cp\u003eLevel C—Scenarious 111\u003c\/p\u003e \u003cp\u003eQuasi-Certification 112\u003c\/p\u003e \u003cp\u003eLevel D—Memorization 112\u003c\/p\u003e \u003cp\u003eLevel E—Attendance 112\u003c\/p\u003e \u003cp\u003eLevel F—Affiliation 113\u003c\/p\u003e \u003cp\u003eHow to Use the Certification Suite 113\u003c\/p\u003e \u003cp\u003eFinding a Common Understanding 113\u003c\/p\u003e \u003cp\u003eMaking a Professional Decision 114\u003c\/p\u003e \u003cp\u003eThe correct level to match the job 114\u003c\/p\u003e \u003cp\u003eThe operationally correct level 114\u003c\/p\u003e \u003cp\u003eThe consequences of lower fidelity 115\u003c\/p\u003e \u003cp\u003eConverting Job-Task Statements to Objectives 116\u003c\/p\u003e \u003cp\u003eIn Conclusion 119\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Create Cognitive Items 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Cognitive Items? 121\u003c\/p\u003e \u003cp\u003eClassification Schemes for Objectives 122\u003c\/p\u003e \u003cp\u003eBloom’s Cognitive Classifications 123\u003c\/p\u003e \u003cp\u003eTypes of Test Items 129\u003c\/p\u003e \u003cp\u003eNewer Computer-Based Item Types 129\u003c\/p\u003e \u003cp\u003eThe Six Most Common Item Types 130\u003c\/p\u003e \u003cp\u003eTrue\/False Items 131\u003c\/p\u003e \u003cp\u003eMatching Items 132\u003c\/p\u003e \u003cp\u003eMultiple-Choice Items 132\u003c\/p\u003e \u003cp\u003eFill-In Items 147\u003c\/p\u003e \u003cp\u003eShort Answer Items 147\u003c\/p\u003e \u003cp\u003eEssay Items 148\u003c\/p\u003e \u003cp\u003eThe Key to Writing Items That Match Jobs 149\u003c\/p\u003e \u003cp\u003eThe Single Most Useful Improvement You Can Make in Test Development 149\u003c\/p\u003e \u003cp\u003eIntensional Versus Extensional Items 150\u003c\/p\u003e \u003cp\u003eShow Versus Tell 152\u003c\/p\u003e \u003cp\u003eThe Certification Suite 155\u003c\/p\u003e \u003cp\u003eGuidelines for Writing Test Items 158\u003c\/p\u003e \u003cp\u003eGuidelines for Writing the Most Common Item Types 159\u003c\/p\u003e \u003cp\u003eHow Many Items Should Be on a Test? 166\u003c\/p\u003e \u003cp\u003eTest Reliability and Test Length 166\u003c\/p\u003e \u003cp\u003eCriticality of Decisions and Test Length 167\u003c\/p\u003e \u003cp\u003eResources and Test Length 168\u003c\/p\u003e \u003cp\u003eDomain Size of Objectives and Test Length 168\u003c\/p\u003e \u003cp\u003eHomogeneity of Objectives and Test Length 169\u003c\/p\u003e \u003cp\u003eResearch on Test Length 170\u003c\/p\u003e \u003cp\u003eSummary of Determinants of Test Length 170\u003c\/p\u003e \u003cp\u003eA Cookbook for the SME 172\u003c\/p\u003e \u003cp\u003eDeciding Among Scoring Systems 174\u003c\/p\u003e \u003cp\u003eHand Scoring 175\u003c\/p\u003e \u003cp\u003eOptical Scanning 175\u003c\/p\u003e \u003cp\u003eComputer-Based Testing 176\u003c\/p\u003e \u003cp\u003eComputerized Adaptive Testing 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Create Rating Instruments 183\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Performance Tests? 183\u003c\/p\u003e \u003cp\u003eProduct Versus Process in Performance Testing 187\u003c\/p\u003e \u003cp\u003eFour Types of Rating Scales for Use in Performance Tests (Two of Which You Should Never Use) 187\u003c\/p\u003e \u003cp\u003eNumerical Scales 188\u003c\/p\u003e \u003cp\u003eDescriptive Scales 188\u003c\/p\u003e \u003cp\u003eBehaviorally Anchored Rating Scales 188\u003c\/p\u003e \u003cp\u003eChecklists 190\u003c\/p\u003e \u003cp\u003eOpen Skill Testing 192\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Establish Content Validity of Items and Instruments 195\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Process 195\u003c\/p\u003e \u003cp\u003eEstablishing Content Validity—The 196\u003c\/p\u003e \u003cp\u003eSingle Most Important Step Face Validity 196\u003c\/p\u003e \u003cp\u003eContent Validity 197\u003c\/p\u003e \u003cp\u003eTwo Other Types of Validity 202\u003c\/p\u003e \u003cp\u003eConcurrent Validity 202\u003c\/p\u003e \u003cp\u003ePredictive Validity 208\u003c\/p\u003e \u003cp\u003eSummary Comment About Validity 209\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Initial Test Pilot 211\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Pilot a Test? 211\u003c\/p\u003e \u003cp\u003eSix Steps in the Pilot Process 212\u003c\/p\u003e \u003cp\u003eDetermine the Sample 212\u003c\/p\u003e \u003cp\u003eOrient the Participants 213\u003c\/p\u003e \u003cp\u003eGive the Test 214\u003c\/p\u003e \u003cp\u003eAnalyze the Test 214\u003c\/p\u003e \u003cp\u003eInterview the Test-Takers 215\u003c\/p\u003e \u003cp\u003eSynthesize the Results 216\u003c\/p\u003e \u003cp\u003ePreparing to Collect Pilot Test Data 217\u003c\/p\u003e \u003cp\u003eBefore You Administer the Test 217\u003c\/p\u003e \u003cp\u003eSequencing Test Items 217\u003c\/p\u003e \u003cp\u003eTest Directions 218\u003c\/p\u003e \u003cp\u003eTest Readability Levels 219\u003c\/p\u003e \u003cp\u003eLexile Measure 220\u003c\/p\u003e \u003cp\u003eFormatting the Test 220\u003c\/p\u003e \u003cp\u003eSetting Time Limits—Power, Speed, and Organizational Culture 221\u003c\/p\u003e \u003cp\u003eWhen You Administer the Test 222\u003c\/p\u003e \u003cp\u003ePhysical Factors 222\u003c\/p\u003e \u003cp\u003ePsychological Factors 222\u003c\/p\u003e \u003cp\u003eGiving and Monitoring the Test 223\u003c\/p\u003e \u003cp\u003eSpecial Considerations for Performance Tests 225\u003c\/p\u003e \u003cp\u003eHonesty and Integrity in Testing 231\u003c\/p\u003e \u003cp\u003eSecurity During the Training-Testing Sequence 234\u003c\/p\u003e \u003cp\u003eOrganization-Wide Policies Regarding Test Security 236\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Statistical Pilot 241\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStandard Deviation and Test Distributions 241\u003c\/p\u003e \u003cp\u003eThe Meaning of Standard Deviation 241\u003c\/p\u003e \u003cp\u003eThe Five Most Common Test Distributions 244\u003c\/p\u003e \u003cp\u003eProblems with Standard Deviations and Mastery Distributions 247\u003c\/p\u003e \u003cp\u003eItem Statistics and Item Analysis 248\u003c\/p\u003e \u003cp\u003eItem Statistics 248\u003c\/p\u003e \u003cp\u003eDifficulty Index 248\u003c\/p\u003e \u003cp\u003eP-Value 249\u003c\/p\u003e \u003cp\u003eDistractor Pattern 249\u003c\/p\u003e \u003cp\u003ePoint-Biserial Correlation 250\u003c\/p\u003e \u003cp\u003eItem Analysis for Criterion-Referenced Tests 251\u003c\/p\u003e \u003cp\u003eThe Upper-Lower Index 253\u003c\/p\u003e \u003cp\u003ePhi 255\u003c\/p\u003e \u003cp\u003eChoosing Item Statistics and Item Analysis Techniques 255\u003c\/p\u003e \u003cp\u003eGarbage In-Garbage Out 257\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Parallel Forms 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePaper-and-Pencil Tests 260\u003c\/p\u003e \u003cp\u003eComputerized Item Banks 262\u003c\/p\u003e \u003cp\u003eReusable Learning Objects 264\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Cut-Off Scores 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDetermining the Standard for Mastery 265\u003c\/p\u003e \u003cp\u003eThe Outcomes of a Criterion-Referenced Test 266\u003c\/p\u003e \u003cp\u003eThe Necessity of Human Judgment in Setting a Cut-Off Score 267\u003c\/p\u003e \u003cp\u003eConsequences of Misclassification 267\u003c\/p\u003e \u003cp\u003eStakeholders 268\u003c\/p\u003e \u003cp\u003eRevisability 268\u003c\/p\u003e \u003cp\u003ePerformance Data 268\u003c\/p\u003e \u003cp\u003eThree Procedures for Setting the Cut-Off Score 269\u003c\/p\u003e \u003cp\u003eThe Issue of Substitutability 269\u003c\/p\u003e \u003cp\u003eInformed Judgment 270\u003c\/p\u003e \u003cp\u003eA Conjectural Approach, the Angoff Method 272\u003c\/p\u003e \u003cp\u003eContrasting Groups Method 278\u003c\/p\u003e \u003cp\u003eBorderline Decisions 282\u003c\/p\u003e \u003cp\u003eThe Meaning of Standard Error of Measurement 282\u003c\/p\u003e \u003cp\u003eReducing Misclassification Errors at the Borderline 284\u003c\/p\u003e \u003cp\u003eProblems with Correction-for-Guessing 285\u003c\/p\u003e \u003cp\u003eThe Problem of the Saltatory Cut-Off Score 287\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Reliability of Cognitive Tests 289\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Concepts of Reliability, Validity, and Correlation 289\u003c\/p\u003e \u003cp\u003eCorrelation 290\u003c\/p\u003e \u003cp\u003eTypes of Reliability 293\u003c\/p\u003e \u003cp\u003eSingle-Test-Administration Reliability Techniques 294\u003c\/p\u003e \u003cp\u003eInternal Consistency 294\u003c\/p\u003e \u003cp\u003eSquared-Error Loss 296\u003c\/p\u003e \u003cp\u003eThreshold-Loss 296\u003c\/p\u003e \u003cp\u003eCalculating Reliability for Single-Test Administration Techniques 297\u003c\/p\u003e \u003cp\u003eLivingston’s Coefficient kappa (κ 2) 297\u003c\/p\u003e \u003cp\u003eThe Index Sc 297\u003c\/p\u003e \u003cp\u003eOutcomes of Using the Single-Test- Administration Reliability Techniques 298\u003c\/p\u003e \u003cp\u003eTwo-Test-Administration Reliability Techniques 299\u003c\/p\u003e \u003cp\u003eEquivalence Reliability 299\u003c\/p\u003e \u003cp\u003eTest-Retest Reliability 300\u003c\/p\u003e \u003cp\u003eCalculating Reliability for Two-Test Administration Techniques 301\u003c\/p\u003e \u003cp\u003eThe Phi Coefficient 302\u003c\/p\u003e \u003cp\u003eDescription of Phi 302\u003c\/p\u003e \u003cp\u003eCalculating Phi 302\u003c\/p\u003e \u003cp\u003eHow High Should Phi Be? 304\u003c\/p\u003e \u003cp\u003eThe Agreement Coefficient 306\u003c\/p\u003e \u003cp\u003eDescription of the Agreement Coefficient 306\u003c\/p\u003e \u003cp\u003eCalculating the Agreement Coefficient 307\u003c\/p\u003e \u003cp\u003eHow High Should the Agreement Coefficient Be? 308\u003c\/p\u003e \u003cp\u003eThe Kappa Coefficient 308\u003c\/p\u003e \u003cp\u003eDescription of Kappa 308\u003c\/p\u003e \u003cp\u003eCalculating the Kappa Coefficient 309\u003c\/p\u003e \u003cp\u003eHow High Should the Kappa Coefficient Be? 311\u003c\/p\u003e \u003cp\u003eComparison of φ, ρ0, and κ 313\u003c\/p\u003e \u003cp\u003eThe Logistics of Establishing Test Reliability 314\u003c\/p\u003e \u003cp\u003eChoosing Items 314\u003c\/p\u003e \u003cp\u003eSample Test-Takers 315\u003c\/p\u003e \u003cp\u003eTesting Conditions 316\u003c\/p\u003e \u003cp\u003eRecommendations for Choosing a Reliability Technique 316\u003c\/p\u003e \u003cp\u003eSummary Comments 317\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Reliability of Performance Tests 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReliability and Validity of Performance Tests 319\u003c\/p\u003e \u003cp\u003eTypes of Rating Errors 320\u003c\/p\u003e \u003cp\u003eError of Standards 320\u003c\/p\u003e \u003cp\u003eHalo Error 321\u003c\/p\u003e \u003cp\u003eLogic Error 321\u003c\/p\u003e \u003cp\u003eSimilarity Error 321\u003c\/p\u003e \u003cp\u003eCentral Tendency Error 321\u003c\/p\u003e \u003cp\u003eLeniency Error 322\u003c\/p\u003e \u003cp\u003eInter-Rater Reliability 322\u003c\/p\u003e \u003cp\u003eCalculating and Interpreting Kappa (κ) 323\u003c\/p\u003e \u003cp\u003eCalculating and Interpreting Phi (φ) 335\u003c\/p\u003e \u003cp\u003eRepeated Performance and Consecutive Success 344\u003c\/p\u003e \u003cp\u003eProcedures for Training Raters 347\u003c\/p\u003e \u003cp\u003eWhat If a Rater Passes Everyone Regardless of Performance? 349\u003c\/p\u003e \u003cp\u003eWhat Should You Do? 352\u003c\/p\u003e \u003cp\u003eWhat If You Get a High Percentage of Agreement Among Raters But a Negative Phi Coefficient? 353\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Report Scores 357\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCRT Versus NRT Reporting 358\u003c\/p\u003e \u003cp\u003eSumming Subscores 358\u003c\/p\u003e \u003cp\u003eWhat Should You Report to a Manager? 361\u003c\/p\u003e \u003cp\u003eIs There a Legal Reason to Archive the Tests? 362\u003c\/p\u003e \u003cp\u003eA Final Thought About Testing and Teaching 362\u003c\/p\u003e \u003cp\u003ePart IV: Legal Issues in Criterion-Referenced Testing 365\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Criterion-Referenced Testing and Employment Selection Laws 367\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Do We Mean by Employment Selection Laws? 368\u003c\/p\u003e \u003cp\u003eWho May Bring a Claim? 368\u003c\/p\u003e \u003cp\u003eA Short History of the Uniform Guidelines on Employee Selection Procedures 370\u003c\/p\u003e \u003cp\u003ePurpose and Scope 371\u003c\/p\u003e \u003cp\u003eLegal Challenges to Testing and the Uniform Guidelines 373\u003c\/p\u003e \u003cp\u003eReasonable Reconsideration 376\u003c\/p\u003e \u003cp\u003eIn Conclusion 376\u003c\/p\u003e \u003cp\u003eBalancing CRTs with Employment Discrimination Laws 376\u003c\/p\u003e \u003cp\u003eWatch Out for Blanket Exclusions in the Name of Business Necessity 378\u003c\/p\u003e \u003cp\u003eAdverse Impact, the Bottom Line, and Affirmative Action 380\u003c\/p\u003e \u003cp\u003eAdverse Impact 380\u003c\/p\u003e \u003cp\u003eThe Bottom Line 383\u003c\/p\u003e \u003cp\u003eAffirmative Action 385\u003c\/p\u003e \u003cp\u003eRecord-Keeping of Adverse Impact and Job-Relatedness of Tests 387\u003c\/p\u003e \u003cp\u003eAccommodating Test-Takers with Special Needs 387\u003c\/p\u003e \u003cp\u003eTesting, Assessment, and Evaluation for Disabled Candidates 390\u003c\/p\u003e \u003cp\u003eTest Validation Criteria: General Guidelines 394\u003c\/p\u003e \u003cp\u003eTest Validation: A Step-by-Step Guide 397\u003c\/p\u003e \u003cp\u003e1. Obtain Professional Guidance 397\u003c\/p\u003e \u003cp\u003e2. Select a Legally Acceptable Validation Strategy for Your Particular Test 397\u003c\/p\u003e \u003cp\u003e3. Understand and Employ Standards for Content-Valid Tests 398\u003cbr\u003e\u003cbr\u003e 4. Evaluate the Overall Test Circumstances to Assure Equality of Opportunity 399\u003c\/p\u003e \u003cp\u003eKeys to Maintaining Effective and Legally Defensible Documentation 400\u003c\/p\u003e \u003cp\u003eWhy Document? 400\u003c\/p\u003e \u003cp\u003eWhat Is Documentation? 401\u003c\/p\u003e \u003cp\u003eWhy Is Documentation an Ally in Defending Against Claims? 401\u003c\/p\u003e \u003cp\u003eHow Is Documentation Used? 402\u003c\/p\u003e \u003cp\u003eCompliance Documentation 402\u003c\/p\u003e \u003cp\u003eDocumentation to Avoid Regulatory Penalties or Lawsuits 404\u003c\/p\u003e \u003cp\u003eUse of Documentation in Court 404\u003c\/p\u003e \u003cp\u003eDocumentation to Refresh Memory 404\u003c\/p\u003e \u003cp\u003eDocumentation to Attack Credibility 404\u003c\/p\u003e \u003cp\u003eDisclosure and Production of Documentation 405\u003c\/p\u003e \u003cp\u003ePay Attention to Document Retention Policies and Protocols 407\u003c\/p\u003e \u003cp\u003eUse Effective Word Management in Your Documentation 409\u003c\/p\u003e \u003cp\u003eUse Objective Terms to Describe Events and Compliance 412\u003c\/p\u003e \u003cp\u003eAvoid Inflammatory and Off-the-Cuff Commentary 412\u003c\/p\u003e \u003cp\u003eDevelop and Enforce Effective Document Retention Policies 413\u003c\/p\u003e \u003cp\u003eMake Sure Your Documentation Is Complete 414\u003c\/p\u003e \u003cp\u003eMake Sure Your Documentation Is Capable of \"Authentication\" 415\u003c\/p\u003e \u003cp\u003eIn Conclusion 415\u003c\/p\u003e \u003cp\u003eIs Your Criterion-Referenced Testing Legally Defensible? A Checklist 416\u003c\/p\u003e \u003cp\u003eA Final Thought 419\u003c\/p\u003e \u003cp\u003eEpilogue: CRTD as Organizational Transformation 421\u003c\/p\u003e \u003cp\u003e\u003ci\u003eReferences 425\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eIndex 433\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAbout the Authors 453\u003c\/i\u003e\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49406952505687,"sku":"9781118943403","price":36.09,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118943403.jpg?v=1730497671","url":"https:\/\/bookcurl.com\/products\/criterionreferenced-test-development-9781118943403","provider":"Book Curl","version":"1.0","type":"link"}