ES EN
Vol. 20. Núm. 2. 2014. Páginas 117-123

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

[Marcos cognitivos para la evaluaci√≥n, la ense√Īanza y el aprendizaje: una perspectiva centrada enla validez]

Michael T. Kane1 , Isaac I. Bejar1 1Educational Testing Serv., Princeton, New Jersey, USA

References
Bejar et al., 2007
Bejar, I.I., Braun, H., & Tannenbaum, R. (2007). A prospective, predictive and progressive approach to standard setting. In R. W. Lissitz (Ed.), Assessing and modeling cognitive development in school: Intellectual growth and standard setting (pp. 31-63). Maple Grove, MN: JAM Press.
Bennett, 2010
R.E. Bennett
Cognitively Based Assessment of, for, and as Learning (CBAL): A preliminary theory of action for summative and formative assessment
Measurement: Interdisciplinary Research & Perspective
8
2010
70-91
Briggs and Alonzo, 2012
Briggs, D.C., & Alonzo, A.C. (2012). The psychometric modeling of ordered multiple- choice item responses for diagnostic assessment with a learning progression. In A. C. Alonzo & A. Wenk Gotwals (Eds.), Learning progressions in science (pp. 293-316). Boston, MA: Sense Publishers.
Cizek and Bunch, 2007
G.J. Cizek
M.B. Bunch
Standard setting: a guide to establishing and evaluating performance standards on tests
2007
Deane and Song, 2014
P. Deane
Y. Song
A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills
Psicología Educativa
20
2014
99-108
de la Torre and Minchen, 2014
J. de la Torre
N. Minchen
Cognitively diagnostic assessments and the cognitive diagnosis model framework
Psicología Educativa
20
2014
89-97
Ercikan, 2002
K. Ercikan
Disentangling sources of differential item ing in multi- language assessments
International Journal of Testing
2
2002
199-215
Ferrara et al., 2007
Ferrara, S., Phillips, G.W., Williams, P.L., Leinwand, S., Mahoney, S., & Ahadi, S. (2007). Vertically articulated performance standards: An exploratory of inferences about achievement and growth. In R. W. Lissitz (Ed.), Assessing and modeling cognitive development in school: Intellectual growth and standard setting . Maple Grove: MN: Jam Press.
Hambleton and Pitoniak, 2006
Hambleton, R.K., & Pitoniak, M. (2006). Setting performance standards. In R. L. Brennan (Ed.), Educational Measurement (4th ed., pp. 433-470). Westport, CT: Praeger.
Hansen and Mislevy, 2008
Hansen, E.G., & Mislevy, R.J. (2008). Design patterns for improving accessibility for test takers with disabilities (Research Report 08-49). Princeton, NJ: Educational Testing Service.
Heritage, 2008
M. Heritage
Learning progressions: supporting instruction and formative assessment
National Center for Research on Evaluation, Standards, and Student
2008
Testing, 2014
Testing (CRESST). Retrieved from. h t t p & # 5 8 ; & # 4 7 ; & # 4 7 ; w w w & # 4 6 ; k 1 2 & # 46;wa.us/assessment/ClassroomAssessmentIntegration/pubdocs/ FASTLearningProgressions.pdf.
Kane, 2013
M.T. Kane
Validation as a pragmatic, scientific activity
Journal of Educational Measurement
50
2013
115-22
Kannan, 2014
Kannan, P. (in press). Content and performance standard articulation practices across the states: Report summarizing the results from a survey of the state departments of education (Research Report). Princeton, NJ: Educational Testing Service.
Lewis and Haug, 2005
D.M. Lewis
C. Haug
Aligning policy and methodology to achieve consistent across-grade performance standards
Applied Measurement in Education
8
2005
11-34
Lissitz and Wei, 2008
R.W. Lissitz
H. Wei
Consistency of standard setting in an augmented state testing system
Educational Measurement: Issues and Practice
27
2
2008
46-55
Mislevy et al., 2010
Mislevy, R.J., Bejar, I.I., Bennett, R.E., Haertel, G.D., & Winters, F.I. (2010). Technology supports for assessment design. In G. McGaw, E. Baker & P. Peterson (Eds.), International Encyclopedia of Education (3rd ed., vol. 8, pp. 56-65). Amsterdam, The Netherlands: Elsevier.
Mislevy and Haertel, 2006
R.J. Mislevy
G.D. Haertel
Implications of evidence-centered design for educational testing
Educational Measurement: Issues and Practice
25
4
2006
6-20
Mislevy et al., 2014
Mislevy, R.J., Oranje, A., Bauer, M.I., von Davier, A., Hao, J., Corrigan, S., … John, M. (2014). Psychometrics considerations in game-based assessment. GlassLab Research, Institute of Play. Retrieved from http://www.instituteofplay.org/wp-content/ uploads/2014/02/GlassLab_GBA1_WhitePaperFull.pdf.
Pellegrino, 2014
J. Pellegrino
Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress
Psicología Educativa
20
2014
65-77
Riconscente et al., 2005
Riconscente, M.M., Mislevy, R.J., & Hamel, L. (2005). An introduction to PADI task templates (Technical Report 3). Menlo Park, CA: SRI International. Retrieved from h t t p & # 5 8 ; //padi.sri.com/downloads/TR3_Templates.pdf.
Schmeiser and Welch, 2006
Schmeiser, C.B., & Welch, C.J. (2006). Test development. In R. L. Brennan (Ed.),. Educational measurement (4th ed., pp. 307-353). Westport, CT: Praeger Publishers.
Sheehan and O’Reilly, 2012
Sheehan, K.M., & O’Reilly, T. (2012). The case for scenario-based assessments of reading competency. In J. Sabatini, E. Albro & T. O’Reilly (Eds.), Reaching an understanding: Innovations in how we view reading assessment (pp. 19-33). Lanham, MD: Rowman & Littlefield Education.
Van Rijn et al., 2014
P. Van Rijn
E.A. Graf
P. Deane
Empirical recovery of argumentation learning progressions in scenario-based assessments of english language arts
Psicología Educativa
20
2014
109-15
West et al., 2012
West, P., Wise Rustein, D., Mislevy, R.J., Liu, J., Levy, R., Dicerbo, K., & Beherens, J.T. (2012). A Bayesian appraoch to modeling learning progessions. In A. C. Alonzo & A. Wenk Gotwals (Eds.), Learning progressions in science (pp. 257-292). Boston, MA: Sense Publishers.
Williamson et al., 2006
Williamson, D.M., Mislevy, R.J., & Bejar, I.I. (2006). Automated scoring of complex tasks in computer-based testing . Mahwah, NJ: Erlbaum.
Wilson, 2012
Wilson, M. (2012). Responding to the challenge that learning progressions pose to measurement practice: Hypothesised links between dimensions of the outcome progression. In A. C. Alonzo & A. Wenk Gotwals (Eds.), Learning progressions in science (pp. 317-344). Boston, MA: Sense Publishers.
Zieky, 2014
M.J. Zieky
An introduction to the use of evidence-centered design in test development
Psicología Educativa
20
2014
79-87

Copyright © 2018. Colegio Oficial de Psicólogos de Madrid

© Copyright 2018. Colegio Oficial de Psicólogos de Madrid ContactPrivacy PolicyCookies Policy

We use our own and third­party cookies. The data we compile is analysed to improve the website and to offer more personalized services. By continuing to browse, you are agreeing to our use of cookies. For more information, see our cookies policy

Aceptar