Summary
Contents
Subject index
The contributors to Best Practices in Quantitative Methods envision quantitative methods in the 21st century, identify the best practices, and, where possible, demonstrate the superiority of their recommendations empirically. Editor Jason W. Osborne designed this book with the goal of providing readers with the most effective, evidence-based, modern quantitative methods and quantitative data analysis across the social and behavioral sciences. The text is divided into five main sections covering select best practices in Measurement, Research Design, Basics of Data Analysis, Quantitative Methods, and Advanced Quantitative Methods. Each chapter contains a current and expansive review of the literature, a case for best practices in terms of method, outcomes, inferences, etc., and broad-ranging examples along with any empirical evidence to show why certain techniques are better. Key Features: Describes important implicit knowledge to readers: The chapters in this volume explain the important details of seemingly mundane aspects of quantitative research, making them accessible to readers and demonstrating why it is important to pay attention to these details. Compares and contrasts analytic techniques: The book examines instances where there are multiple options for doing things, and make recommendations as to what is the “best” choice-or choices, as what is best often depends on the circumstances. Offers new procedures to update and explicate traditional techniques: The featured scholars present and explain new options for data analysis, discussing the advantages and disadvantages of the new procedures in depth, describing how to perform them, and demonstrating their use.
Setting Standards and Establishing Cut Scores on Criterion-Referenced Assessments Some Technical and Practical Considerations
Setting Standards and Establishing Cut Scores on Criterion-Referenced Assessments Some Technical and Practical Considerations
The first author recently was privileged to be included in a conversation with a prominent politician regarding the legitimacy of a high school exit examination that all students (in that state) must pass to obtain a high school diploma. Indeed, this person was the principal architect of the mandated exit-level test policy. Ironically, when asked if he could pass the exam, he commented that “it really didn't make a difference, since so many other factors ...
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