User-Centered Assessment Design

“This text serves as a consolidated resource for technical and practical knowledge regarding assessment design. Excitingly, the author centers issues of score use and consequences in framing the relevance and implications of assessment use. The way Chatterji does a deep dive on each example and then summarizes the key steps will be very helpful to my students.”–Robyn Thomas Pitts, PhD, Morgridge College of Education, University of Denver “Chatterji’s process model integrates the ‘why,’ ‘who,’ ‘what,’ and ‘how-to’ of effective assessment This book provides practitioners with a conceptual framework and relevant procedures for conceptualizing and developing carefully targeted measures and establishing their technical adequacy.”–Paul Yovanoff, PhD, Simmons School of Education and Human Development (Emeritus), Southern Methodist University “This well-constructed text will be useful for graduate-level courses in testing and measurement. It outlines basic concepts of test construction quite well and presents many figures and applications to make it easier to understand the material.”–Matthew K. Burns, PhD, Rose and Irving Fein Endowed Professor of Special Education, University of Florida; Assistant Director, University of Florida Literacy Institute “This book is a ‘must have’ for those of us in the assessment world. It covers all the basic information that is needed for high-quality assessment development, administration, and analysis. I recommend this book for district- and state-level education decision makers and anyone who provides professional development to program specialists and classroom teachers.”–Beverly Fitzpatrick, PhD, School of Pharmacy and School of Education, Memorial University of Newfoundland and Labrador, Canada-

“This text serves as a consolidated resource for technical and practical knowledge regarding assessment design. Excitingly, the author centers issues of score use and consequences in framing the relevance and implications of assessment use. The way Chatterji does a deep dive on each example and then summarizes the key steps will be very helpful to my students.”–Robyn Thomas Pitts, PhD, Morgridge College of Education, University of Denver “Chatterji’s process model integrates the ‘why,’ ‘who,’ ‘what,’ and ‘how-to’ of effective assessment. This book provides practitioners with a conceptual framework and relevant procedures for conceptualizing and developing carefully targeted measures and establishing their technical adequacy.”–Paul Yovanoff, PhD, Simmons School of Education and Human Development (Emeritus), Southern Methodist University “This well-constructed text will be useful for graduate-level courses in testing and measurement. It outlines basic concepts of test construction quite well and presents many figures and applications to make it easier to understand the material.”–Matthew K. Burns, PhD, Rose and Irving Fein Endowed Professor of Special Education, University of Florida; Assistant Director, University of Florida Literacy Institute “This book is a ‘must have’ for those of us in the assessment world. It covers all the basic information that is needed for high-quality assessment development, administration, and analysis. I recommend this book for district- and state-level education decision makers and anyone who provides professional development to program specialists and classroom teachers.”–Beverly Fitzpatrick, PhD, School of Pharmacy and School of Education, Memorial University of Newfoundland and Labrador, Canada-

Madhabi Chatterji, PhD, is Professor Emerita of Measurement, Evaluation, and Education at Teachers College, Columbia University, where she founded the Assessment and Evaluation Research Initiative (AERI). AERI is dedicated to promoting meaningful use of assessment and evaluation information to improve equity and the quality of practices and policies in education, psychology, and the health professions. An award-winning, internationally recognized methodologist and educationist, Dr. Chatterji has taught and mentored numerous doctoral students and postdoctoral researchers over her 30-plus-year career. She is author or editor of more than 100 publications and is a Fellow of the National Education Policy Center. A public intellectual, Dr. Chatterji has spoken out frequently on the limitations of large-scale tests and the adverse social consequences of misused high-stakes educational assessments. Her longstanding scholarly interests lie in instrument design, validation, validity, and test use issues; improving program and policy evaluation designs to support evidence-based practices; and closing learning gaps with proximal diagnostic assessments.