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Author: Robert J. Mislevy
Publisher: Routledge
ISBN: 1317976525
Category : Education
Languages : en
Pages : 438
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Book Description
Several key developments challenge the field of educational measurement today: demands for tests at larger scales with higher stakes, an improved understanding of how people develop capabilities, and new technologies for interactive digital assessments. Sociocognitive Foundations of Educational Measurement integrates new developments in educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused applications to major topics such as assessment arguments, validity, fairness, interactive assessment, and a conception of "measurement" in educational assessment. Classical test theory, item response theory, categorical models, mixture models, cognitive diagnosis models, and Bayesian networks are explored from the resulting perspective. Ideal for specialists in these areas, graduate students, developers, and scholars in both educational measurement and fields that contribute to a sociocognitive perspective, this book consolidates nearly a decade of research into a fresh perspective on educational measurement.
Author: Robert J. Mislevy
Publisher: Routledge
ISBN: 1317976525
Category : Education
Languages : en
Pages : 438
Get Book
Book Description
Several key developments challenge the field of educational measurement today: demands for tests at larger scales with higher stakes, an improved understanding of how people develop capabilities, and new technologies for interactive digital assessments. Sociocognitive Foundations of Educational Measurement integrates new developments in educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused applications to major topics such as assessment arguments, validity, fairness, interactive assessment, and a conception of "measurement" in educational assessment. Classical test theory, item response theory, categorical models, mixture models, cognitive diagnosis models, and Bayesian networks are explored from the resulting perspective. Ideal for specialists in these areas, graduate students, developers, and scholars in both educational measurement and fields that contribute to a sociocognitive perspective, this book consolidates nearly a decade of research into a fresh perspective on educational measurement.
Author: Robert J. Mislevy
Publisher: Routledge
ISBN: 9780415716970
Category : Cognition
Languages : en
Pages : 458
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Book Description
Several key developments challenge the field of educational measurement today: demands for tests at larger scales with higher stakes, an improved understanding of how people develop capabilities, and new technologies for interactive digital assessments. Sociocognitive Foundations of Educational Measurement integrates new developments in educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused applications to major topics such as assessment arguments, validity, fairness, interactive assessment, and a conception of "measurement" in educational assessment. Classical test theory, item response theory, categorical models, mixture models, cognitive diagnosis models, and Bayesian networks are explored from the resulting perspective. Ideal for specialists in these areas, graduate students, developers, and scholars in both educational measurement and fields that contribute to a sociocognitive perspective, this book consolidates nearly a decade of research into a fresh perspective on educational measurement.
Author: Robert L. Ebel
Publisher: Prentice Hall
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 648
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203
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Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Author: Robert J. Mislevy
Publisher: Routledge
ISBN: 1317976517
Category : Education
Languages : en
Pages : 525
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Book Description
Several key developments challenge the field of educational measurement today: demands for tests at larger scales with higher stakes, an improved understanding of how people develop capabilities, and new technologies for interactive digital assessments. Sociocognitive Foundations of Educational Measurement integrates new developments in educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused applications to major topics such as assessment arguments, validity, fairness, interactive assessment, and a conception of "measurement" in educational assessment. Classical test theory, item response theory, categorical models, mixture models, cognitive diagnosis models, and Bayesian networks are explored from the resulting perspective. Ideal for specialists in these areas, graduate students, developers, and scholars in both educational measurement and fields that contribute to a sociocognitive perspective, this book consolidates nearly a decade of research into a fresh perspective on educational measurement.
Author: Robert W. Lissitz
Publisher: IAP
ISBN: 1617352691
Category : Education
Languages : en
Pages : 271
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Book Description
Validity is widely held to be the most important criterion for an assessment. Nevertheless, assessment professionals have disagreed about the meaning of validity almost from the introduction of the term as applied to testing about 100 years ago. Over the years, the best and brightest people in assessment have contributed their thinking to this problem and the fact that they have not agreed is testimony to the complexity and importance of validity. Even today, ways to define validity are being debated in the published literature in the assessment profession. How can such a fundamental concept be so controversial? This book brings focus to diverse perspectives about validity. Its chapter authors were chosen because of their expertise and because they differ from each other in the ways they think about the validity construct. Its introduction and ten chapters bridge both the theoretical and the practical. Contributors include most prominent names in the field of validity and their perspectives are at once cogent and controversial. From these diverse and well-informed discussions, the reader will gain a deep understanding of the core issues in validity along with directions toward possible resolutions. The debate that exists among these authors is a rich one that will stimulate the reader’s own understanding and opinion. Several chapters are oriented more practically. Ways to study validity are presented by professionals who blend current assessment practice with new suggestions for what sort of evidence to develop and how to generate the needed information. In addition they provide examples of some of the options on how to present the validity argument in the most effective ways. The initial chapter by the Editor is an effort to orient the reader as well as providing an overview of the book. Bob Lissitz has provided a brief perspective on each of the subsequent chapters as well as presenting a series of questions regarding validation that the reader will want to try to answer for themselves, as he or she reads through this book. This book’s topic is fundamental to assessment, its authors are distinguished, and its scope is broad. It deserves to become established as a fundamental reference on validity for years to come.
Author: Susan M. Brookhart
Publisher: Routledge
ISBN: 042901760X
Category : Education
Languages : en
Pages : 591
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Book Description
Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.
Author: Hong Jiao
Publisher: IAP
ISBN: 1681238950
Category : Education
Languages : en
Pages : 239
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Book Description
The new generation of tests is faced with new challenges. In the K?12 setting, the new learning targets are intended to assess higher?order thinking skills and prepare students to be ready for college and career and to keep American students competitive with their international peers. In addition, the new generation of state tests requires the use of technology in item delivery and embedding assessment in real?world, authentic, situations. It further requires accurate assessment of students at all ability levels. One of the most important questions is how to maintain test fairness in the new assessments with technology innovative items and technology delivered tests. In the traditional testing programs such as licensure and certification tests and college admission tests, test fairness has constantly been a key psychometric issue in test development and this continues to be the case with the national testing programs. As test fairness needs to be addressed throughout the whole process of test development, experts from state, admission, and licensure tests will address test fairness challenges in the new generation assessment. The book chapters clarify misconceptions of test fairness including the use of admission test results in cohort comparison, the use of international assessment results in trend evaluation, whether standardization and fairness necessarily mean uniformity when test?takers have different cultural backgrounds, and whether standardization can insure fairness. More technically, chapters also address issues related to how compromised items and test fairness are related to classification decisions, how accessibility in item development and accommodation could be mingled with technology, how to assess special populations with dyslexia, using Blinder?Oaxaca Decomposition for differential item functioning detection, and differential feature functioning in automated scoring. Overall, this book addresses test fairness issues in state assessment, college admission testing, international assessment, and licensure tests. Fairness is discussed in the context of culture and special populations. Further, fairness related to performance assessment and automated scoring is a focus as well. This book provides a very good source of information related to test fairness issues in test development in the new generation of assessment where technology is highly involved.
Author: Albert Bandura
Publisher: Cambridge University Press
ISBN: 9780521586962
Category : Medical
Languages : en
Pages : 356
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Book Description
The volume addresses important issues of human adaptation and change.
Author: Dina Tsagari
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501500864
Category : Language Arts & Disciplines
Languages : en
Pages : 460
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Book Description
Second language assessment is ubiquitous. It has found its way from education into questions about access to professions and migration. This volume focuses on the main debates and research advances in second language assessment in the last fifty years or so, showing the influence of linguistics, politics, philosophy, psychology, sociology, and psychometrics. There are four parts which, when taken together, address the principles and practices of second language assessment while considering its impact on society. Read separately, each part addresses a different aspect of the field. Part I deals with the conceptual foundations of second language assessment with chapters on the purposes of assessment, and standards and frameworks, as well as matters of scoring, quality assurance, and test validation. Part II addresses the theory and practice of assessing different second language skills including aspects like intercultural competence and fluency. Part III examines the challenges and opportunities of second language assessment in a range of contexts. In addition to chapters on second language assessment on a national scale, there are chapters on learning-oriented assessment, as well as the uses of second language assessment in the workplace and for migration. Part IV examines a selection of important issues in the field that deserve attention. These include the alignment of language examinations to external frameworks, the increasing use of technology to both deliver and score second language tests, the responsibilities associated with assessing test takers with special needs, the concept of 'voice' in second language assessment, and assessment literacy for teachers and other test and score users.
