The History of Educational Measurement: Key Advancements in Theory, Policy, and Practice

398 Pages·2021·8.009 MB·English

by  Brian E. Clauser (editor), Michael B. Bunch (editor)

THE HISTORY OF EDUCATIONAL
MEASUREMENT
TheHistoryofEducationalMeasurementcollectsessaysonthemostimportanttopicsin
educational testing, measurement, and psychometrics. Authored by the field’s top
scholars, this book offers unique historical viewpoints, from origins to modern
applications,offormaltestingprogramsandmentalmeasurementtheories.Topicsas
variedaslarge-scaletesting,validity,item-responsetheory,federalinvolvement,and
notable assessment controversies complete a survey of the field’s greatest challenges
and most important achievements. Graduate students, researchers, industry profes-
sionals,andotherstakeholderswillfindthisvolumerelevantforyearstocome.
BrianE.ClauserisVicePresidentoftheCenterforAdvancementAssessmentat
the National Board of Medical Examiners, USA. He is Member of the Board of
Editors for Applied Measurement in Education and Journal of Educational Measurement.
Michael B. Bunch is Senior Advisor to Measurement Incorporated, USA,
having served the company as Vice President and Senior Vice President of
Research and Development since 1982.

THE HISTORY OF
EDUCATIONAL
MEASUREMENT
Key Advancements in Theory, Policy,
and Practice
Edited by Brian E. Clauser and Michael B. Bunch
Firstpublished2022
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CONTENTS
List of illustrations vii
List of contributors ix
Preface xxii
Acknowledgements xxvi
PARTI
Testing Movements 1
1 Early Efforts 3
Luz Bay and Terry Ackerman
2 Development and Evolution of the SAT and ACT 22
Michelle Croft and Jonathan J. Beard
3 The History of Norm- and Criterion-Referenced Testing 42
Kurt F. Geisinger
4 The Role of the Federal Government in Shaping Educational
Testing Policy and Practice 65
Michael B. Bunch
5 Historical Milestones in the Assessment of English Learners 87
Jamal Abedi and Cecilia Sanchez
6 Evolving Notions of Fairness in Testing in the United States 111
Stephen G. Sireci and Jennifer Randall
vi Contents
7 A Century of Testing Controversies 136
Rebecca Zwick
PARTII
Measurement Theory and Practice 155
8 A History of Classical Test Theory 157
Brian E. Clauser
9 The Evolution of the Concept of Validity 181
Michael Kane and Brent Bridgeman
10 Generalizability Theory 206
Robert L. Brennan
11 Item Response Theory: A Historical Perspective and Brief
Introduction to Applications 232
Richard M. Luecht and Ronald K. Hambleton
12 A History of Scaling and its Relationship to Measurement 263
Derek C. Briggs
13 A History of Bayesian Inference in Educational Measurement 292
Roy Levy and Robert J. Mislevy
14 History of Test Equating Methods and Practices Through
1985 318
Michael J. Kolen
15 A History of Rasch Measurement Theory 343
George Engelhard Jr. and Stefanie A. Wind
Index 361
ILLUSTRATIONS
Figures
1.1 An example of a typical hornbook (left) and a version of the
New England Primer (right) 5
1.2 An example of woodcut figures that accompanied rhymed
phrases designed to help children learn the alphabet 6
1.3 The first written arithmetic test and result 11
1.4 The first written grammar test and result 12
1.5 An example of grade 8 final exam from 1859 Salina, Kansas 15
2.1 Summary of changes to the SAT 25
11.1 Normal-ogive probabilities at γ = (–1.25, –.75, –.25, .25,
.75, 1.25) with corresponding ICCs 235
11.2 Comparisons of the three-parameter normal-ogive and
logistic functions with and without D = 1.702 238
11.3 IRT as part of a comprehensive item-bank calibration and
scoring enterprise 250
11.4 Item and test information functions for a 10-item test (3PL-
calibrated) 251
11.5 Test assembly of multiple forms for three different target
TIFs 253
11.6 50-Item CATs for five examinees (Item Bank: I = 600
3PL-Calibrated Items) 254
11.7 Examples of five MST panel configurations 255
12.1 A conceptual framework for theory and methods of scaling
based on Torgerson (1958) 266
viii Listofillustrations
12.2 Hypothetical results from a comparison of weight with
magnitudes x and x over replications. The scale of the
c t
x-axis is that of sensation intensity, not physical magnitude 272
12.3 Galton’s survey items for mental visualization 277
13.1 Graphical representation of the right-hand of de Finetti’s
theorem, depicting conditional independence of the xs
given θ. Alternatively, a graphical representation of the core
structure of many measurement models. Reproduction of
Figure 3.5 from Levy & Mislevy (2016) 297
15.1 Frequency of citations with theme of Rasch measurement
theory (Web of Science, September 2019) 344
15.2 Three traditions of measurement: Test-Score, Scaling, and
Structural Traditions 345
15.3 Concept map for Rasch measurement theory 351
Tables
5.1 Correlation between state assessment scores and Raven
test score 90
5.2 Raven CPM mean scores for EL and non-ELs 91
12.1 Statistical scale with descriptive reference points for
illumination of visualized mental image. Based on Galton,
1883, p. 93 278
15.1 General form of the operating characteristic function for
defining a family of unidimensional Rasch measurement
models 352
15.2 Log-odds format for family of Rasch models 352
15.3 Selection of key books on Rasch measurement theory
(1960 through 2020) 353
Box
15.1 Five requirements of invariant measurement (Engelhard,
2013) 348
CONTRIBUTORS
Brian E. Clauser received his doctorate from the University of Massachusetts,
Amherst.Since1992hehasworkedattheNationalBoardofMedicalExaminers,
where he is currently vice president for the Center for Advanced Assessment. Dr.
Clauser has published more than 100 journal papers and book chapters on issues
related to differential item functioning, performance assessment, automated scor-
ing of complex assessments, standard setting, applications of generalizability
theory, test validity, and the history of psychometrics. He is a fellow of the
American Educational Research Association, a past editor of the Journal of Educa-
tional Measurement, the current editor of the NCME book series, and the 2018
recipient of the NCME Career Contribution award.
Michael B. Bunch is a senior advisor to Measurement Incorporated, having
served as senior vice president and in various other capacities from 1982 to 2020.
Previously, he was a senior professional at NTS Research Corporation and
research psychologist at ACT. Dr. Bunch received his Ph.D. in psychology
(Measurement and Human Differences) from the University of Georgia in 1976.
He has served as reviewer for Buros Mental Measurements Yearbook, Journal of Edu-
cational Measurement, and other national and international testing journals. He is
co-author, with Gregory J. Cizek, of Standard Setting: Establishing and Evaluating
Performance Standards on Tests.
Jamal Abedi is a professor of educational measurement at the University of
California, Davis. Dr. Abedi's research interests include studies in the areas of
psychometrics and test development. His recent work includes studies on the
validityofassessment,accommodation,andclassificationforEnglishlearners(ELs)
andELswithdisabilities.Abediservesonassessmentadvisoryboardsforanumber