In Chapter 9, the author discusses both content and statistical approaches to evaluating and revising criterion-referenced assessments at both the item and test levels. The chapter includes guidelines for judging criterion-referenced item types and the content of specific items. The chapter also discusses standard setting and takes readers through an example of how to use the Angoff method for this purpose. It introduces descriptive statistics for criterion-refenced assessments, including median, mastery rate, item facility, and B-Index, a statistic that provides an indication of how well an item distinguishes among test takers who have mastered and test takers who have not mastered the targeted ability of the assessment. The chapter concludes with an explanation of how to calculate and interpret dependability for a classroom vocabulary test. It includes an appendix which shows how to use Excel to calculate each of the statistics that the chapter introduces.

In Chapter 4, the author introduces the concept of validity. The chapter begins with an exploration of approaches to defining a construct. These approaches include using language theory, a language needs analysis, corpora, and curriculum objectives to help test developers determine what specific language ability they desire to measure. The chapter emphasizes the importance of alignment, which relates to how well the test content and test taker response processes match the construct’s content and the response processes that the test aims to measure. The author uses a detailed example of assessing children’s ability to communicate on a playground in a second language. The major point of the example is that the assessment should require children to use the same kinds of language they use when they communicate on the playground. This alignment helps ensure that the assessment measures the targeted language ability and will lead to positive washback on teaching and learning.

Urban nature holds great potential to address the web of challenges that cities are facing and support transitions to a more sustainable future. Cities are working with nature in a diversity of ways, such as by using blue and green infrastructure. Blue infrastructure includes, for example, lakes, ponds, drains, and wetlands. These features can regulate storm-water flows, reduce pressure on the urban drainage system, and create sponge cities that lower flooding risks while reducing heat island effects, enhancing biodiversity, and providing recreational opportunities. Green infrastructure can include, for example, urban forests, green roofs and walls, multi-functional parks, and river embankments. These areas can improve air quality and energy efficiency, reduce heat island effects, and contribute to human health and well-being, amongst other benefits. Furthermore, urban gardens can increase access to food and employment while enhancing physical and mental health and social integration.

Before we can understand the present state of the psychology of religion – with its frequent emphasis on empirical data – it can be helpful to understand the field’s history. The prominent theoreticians that we explore in this chapter – James, Freud, Jung, Maslow, Fromm, Allport, Becker, Frankl, and others – remain influential in the twenty-first century, but they are also controversial. William James’ biography and writings show that debates about religion were never purely intellectual matters for the great scientist and philosopher. Freud’s theorizing on religion is discussed in detail, including his ideas on the origin and meaning of mystical religious experiences, the roots of theistic belief in wish-fulfillment, the notion of religion as a universal obsessional neurosis, and the assessment of the historical importance of religion for civilization. This discussion of Freud is followed by consideration of Carl Jung’s more sympathetic outlook on aspects of religion. The chapter concludes with a comprehensive discussion of the many ways humanistic and existential thinkers have studied religion and spirituality.