Large-scale educational examinations: Questioning and Evaluation

Author: Xinrong Wei
Publisher:
Publish Date: 2006-04-19
Features: This book systematically addresses a series of fundamental issues in test development and evaluation from both qualitative and quantitative perspectives, introducing relevant techniques and methods. It is suitable for test development managers in examination institutions, test researchers and evaluators, teachers involved in large-scale educational testing, graduate students studying educational measurement and testing in higher education, leaders of educational admission and testing institutions, and general researchers of educational issues. The book elaborates on the relationship between large-scale educational examinations and school teaching and learning, some concepts and theories of modern education and psychological measurement, as well as the limitations of large-scale educational examinations. It discusses the fundamental issues of test design and development, uses numerous example questions to explore the primary measurement functions of objective and subjective test items, key considerations in developing objective and subjective questions, scoring standards for subjective questions, and error control theories and methods for subjective question scoring in the context of online marking. The book also introduces the theories and techniques of test evaluation, including item analysis, reliability and error analysis of test results, validity and validity testing. It explains the mechanisms by which large-scale educational examinations influence school teaching and learning, as well as methods for studying this issue and strategies to improve the impact of examinations on school teaching. The book incorporates a wealth of research findings and examples on Shanghai's educational examinations published and unpublished by the author in recent years, aiming to integrate China's, particularly Shanghai's, practical experience in test development and evaluation into modern educational testing theory.