Provides the most current coverage of measurement and psychometrics in a single volume, covering equating and scaling, item response theory, standard setting, and computer adaptive testing.
'I encourage all researchers and students in the social and behavioral sciences to read this excellent book. Writing in an engaging style, the authors provide important connections between established foundations of educational and psychological measurement and recent innovations critical to advancing rigorous applied and theoretical research. The authors provide clear examples of how equations work supported by concise written explanations, which readers will find highly useful in their research.' Larry R. Price, Professor and Director of Methodology, Measurement, and Statistical Analysis, Texas State University, USA
'Finch and French have considerable experience teaching and researching in the area of measurement and psychometrics, and it shines throughout the pages of this volume. This very readable text is absolutely suitable for graduate students and applied researchers seeking a one-stop reference on foundational measurement-related issues arising in educational and psychological assessments. Readers' understanding of basic and advanced concepts is enhanced through the numerous How it Works sections found throughout the book, engaging with the end-of-chapter exercises, and exploring the myriad of supplementary materials made available online.'Jeffrey R. Harring, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, USA
'Educational and Psychological Measurement provides a comprehensive and accessible presentation of the foundations of and latest developments in test theory. The presentation of information is succinct with detailed examples to enhance learning, and the current references will encourage readers to further explore topics of interest in more detail. The book will serve as an essential reference for graduate students, as well as applied and methodological researchers alike. This is a welcomed and refreshing addition to the literature on educational and psychological measurement.' Jason C. Immekus, Associate Professor, University of Louisville, USA
