ABSTRACT
Educational researchers are often interested in students’ knowledge, abilities, aptitudes or personality characteristics. Many of these variables are not directly observable and this creates particular measurement problems, which is an important consideration for researchers reviewing other researchers’ studies or designing their own study. Fortunately, many measurement procedures, such as intelligence tests, tests of reasoning, or tests of verbal ability have been developed and evaluated and are accessible to researchers. Whereas these tests and scales can be applied in many research contexts, the proper use of these techniques requires an understanding of the fundamentals of measurement and familiarity with statistical ideas which underpin test design and interpretation of test data. Important concepts to be introduced or reinforced in this chapter include classification and measurement, validity, reliability, criterion and normreferenced tests and standard error of measurement scales.
