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It covers core psychometric principles such as validity, reliability, and fairness, then extends to modern practices including technology-based assessment, modeling, scaling, equating, linking, and standard setting. 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Cook and Mary J. Pitoniak  \nSponsored by National Council on Measurement in Education  \nOxford University Press is a department of the University of Oxford. It furthersthe University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.  \nPublished in the United States of America by Oxford University Press  \n198 Madison Avenue, New York, NY 10016, United States of America © National Council on Measurement in Education 2025  \nThis is an open-access publication, available online and distributed under the terms ofa Creative Commons Attribution-Non Commercial-No Derivatives 4.0 International license (CC BY-NC-ND 4.0), a copy of which is available at [https://creativecommons.org/licenses/by-nc-nd/4.0/](https://creativecommons.org/licenses/by-nc-nd/4.0/).  \nSubject to this license, all rights are reserved.  \nFifth Edition published in 2025  \nInquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.  \nYou must not circulate this work in any other form and you must impose this same condition on any acquirer CIP data is on file at the Library of Congress  \nISBN 9780197654965  \nDOI: 10. 1093/oso/9780197654965.001.0001  \nPrinted by Integrated Books International, United States of America  \nWe were both fortunate to have Ron Hambleton as our advisor at the University of Massachusetts Amherst. We would like to acknowledge Ron as a teacher, as a leader in the field, and as a friend. His determination to advance the science of educational measurement through his teaching and his research was extraordinary. We shall forever be thankful for what he gave to us in both our professional and our personal lives.  \nLinda would also like to dedicate the book to her dear husband, Daniel Eignor. Dan was both a friend anda colleague to her. She is grateful for his support and friendship in the years they were able to have together.  \nMary would also like to thank her parents, Thomas and Catherine Pitoniak, for their support of her education and their belief in her capabilities. She also thanks her canine companions throughout the years for their unconditional support of psychometrics.  \nLinda L. Cook Mary J. Pitoniak Coeditors  \nContents  \nList of Tables XI  \nList of Figures XV  \nForeword XIX  \nAcknowledgments XXI  \nContributor List XXIII  \nCHAPTER 1  \nCHAPTER 2  \nCHAPTER 3  \nCHAPTER 4  \nCHAPTER 5  \nCHAPTER 6  \nPART I: SETTING THE CONTEXT  \nFactors Influencing Education and Educational Measurement  \nLinda L. Cook and Mary J. Pitoniak  \nThe History of Educational Measurement  \nBrian E. Clauser, Jerome C. Clauser, and Amanda L. Clauser  \nThe Sociocultural Context of Educational Assessment  \nKadriye Ercikan and Guillermo Solano-Flores  \nPART II: FOUNDATIONAL CONCEPTS Validity and Validation  \nSuzanne Lane and Scott F. Marion  \nReliability in Educational Measurement  \nWon-Chan Lee and Deborah J. Harris  \nFairness in Educational Measurement: Theory and Concepts  \n3  \n33  \n115  \n191  \n277  \n383  \nRebecca Zwick  \n viii   Contents  \nPART III: DEVELOPING, ADMINISTERING, AND SCORING ASSESSMENTS  \nCHAPTER 7  \nCHAPTER 8  \nCHAPTER 9  \nCHAPTER 10  \nCHAPTER 11  \nCHAPTER 12  \nCHAPTER 13  \nCHAPTER 14  \nCHAPTER 15  \nCHAPTER 16  \nCHAPTER 17  \nCHAPTER 18  \nDesigning and Developing Educational Assessments  \nKristen Huff, Paul Nichols, and M. Christina Schneider  \nTest Administration and Scoring  \nMark D. Shermis, Allan S. Cohen, and Jordan M. Wheeler  \nTechnology-Based Assessment: Validity, Modeling, and Analysis Issues  \nRandy E. Bennett, Michelle LaMar, and John Mazzeo  \nModeling Data From Educational Assessments  \nLi Cai, Mark Hansen, Minjeong Jeon, and Michael C. Edwards  \nScaling, Equating, and Linking  \nTim Moses  \nStandard Setting: A Cognitive and So","cbCaifIEuiXk0yAv","https://ap.wps.com/l/cbCaifIEuiXk0yAv","pdf",19699713,1657,"English","# List of Tables\n# List of Figures\n# Foreword\n# Acknowledgments\n# Contributor List\n# PART I: SETTING THE CONTEXT\n## Factors Influencing Education and Educational Measurement\n## The History of Educational Measurement\n## The Sociocultural Context of Educational Assessment\n# PART II: FOUNDATIONAL CONCEPTS Validity and Validation\n## Reliability in Educational Measurement\n## Fairness in Educational Measurement: Theory and Concepts\n# PART III: DEVELOPING, ADMINISTERING, AND SCORING ASSESSMENTS\n## Designing and Developing Educational Assessments\n## Test Administration and Scoring\n## Technology-Based Assessment: Validity, Modeling, and Analysis Issues\n## Modeling Data From Educational Assessments\n## Scaling, Equating, and Linking\n## Standard Setting: A Cognitive and Social Model\n## Reporting Scores and Other Results\n## Realizing Fairness Through Accessibility for All Test Takers and for Specific Groups\n# PART IV: SPECIFIC APPLICATIONS OF ASSESSMENT\n## Assessment to Inform Teaching and Learning\n## Test-Based Accountability in K–12 Education\n## Assessment for Admission, Placement, and Outcomes in Higher Education\n## Assessment for Licensing and Certification\n# PART V: MEASUREMENT AS A SCIENCE\n## On the Nature of Measurement","[{\"question\":\"What key foundational topics does the Fifth Edition cover?\",\"answer\":\"It covers validity and validation, reliability, and fairness in educational measurement, including theory and core concepts.\"},{\"question\":\"How does the book treat assessment development and scoring?\",\"answer\":\"It addresses designing and developing assessments, test administration and scoring, and reporting scores and other results.\"},{\"question\":\"What kinds of applications are included beyond core measurement theory?\",\"answer\":\"It includes applications such as assessment for teaching and learning, K–12 accountability, higher-education admissions and outcomes, licensing and certification, and large-scale assessments in international contexts.\"}]","Educational Measurement - Fifth Edition | PDF",4176]