Vol. 20. Núm. 2. - 2014.

Bringing added value to educational assessment: A shift from an audit modeof assessment to an assistence mode

61-63

María J. Navas

Vol. 20. Núm. 2. - 2014

Assessment as a positive influence on 21st century teaching and learning: A systemsapproach to progress

65-77

Pellegrino, James W.

Vol. 20. Núm. 2. - 2014

An introduction to the use of evidence-centered design in test development

79-87

Michael J. Zieky

Vol. 20. Núm. 2. - 2014

Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework

89-97

Jimmy de la Torre , Nathan Minchen

Vol. 20. Núm. 2. - 2014

A case study in principled assessment design: Designing assessments to measureand support the development of argumentative reading and writing skills

99-108

Paul Deane , Yi Song

Vol. 20. Núm. 2. - 2014

Empirical recovery of argumentation learning progressions in scenario-based assessments of English language arts

109-115

Peter W. van Rijn , E. Aurora Graf , Paul Deane

Vol. 20. Núm. 2. - 2014

Cognitive frameworks for assessment, teaching, and learning: A validity perspective

117-123

Michael T. Kane , Isaac I. Bejar

Vol. 20. Núm. 2. - 2014