Wiley Handbooks in Education: The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
Wiley Handbooks in Education: The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
Editor/Author
Rupp, Andre A. and Leighton, Jacqueline P.
Publication Year: 2016
Publisher: Wiley
Single-User Purchase Price:
$195.00

Unlimited-User Purchase Price:
$292.50
ISBN: 978-1-118-95657-1
Category: Social Sciences - Education
Image Count:
99
Book Status: Available
Table of Contents
This state-of-the-art resource brings together the most innovative scholars and thinkers in the field of testing to capture the changing conceptual, methodological, and applied landscape of cognitively-grounded educational assessments.
Table of Contents
- List of Tables
- List of Illustrations
- Dedication
- Notes on Contributors
- Foreword
- Acknowledgements
- 1 Introduction to Handbook
- Motivation for Handbook
- Handbook Structure
- Closing Words
- Part I: Frameworks
- 2 The Role of Theories of Learning and Cognition in Assessment Design and Development
- A Brief History of Evaluation Criteria for Theories of Learning and Cognition
- Principled Assessment Design as an Evaluative Lens for Theories of Learning and Cognition
- Principled Assessment Design Evaluation Criteria for Theories of Learning and Cognition
- Interface of Evaluation Criteria with Validity
- Conclusion
- References
- 3 Principled Approaches to Assessment Design, Development, and Implementation
- Motivations for Principled Approaches
- Overviews of Principled Approaches
- Elements of Principled Approaches
- Use of the Elements in Principled Approaches
- Discussion
- Acknowledgments
- References
- 4 Developing and Validating Cognitive Models in Assessment
- Definition of Cognitive Models
- Model Development and Validation Methods
- Offline Evidence: Methods and Approaches
- Conclusion
- References
- 5 An Integrative Framework for Construct Validity
- Unified Framework for Construct Validity
- Example: Test Form Development with Generated Items
- Conclusion
- References
- 6 The Role of Cognitive Models in Automatic Item Generation
- Introduction
- The Relentless Demand for Test Items
- Automatic Item Generation: A Three‐Step Method
- Identifying Content for Item Generation Using Cognitive Modeling
- Evaluating the Cognitive Models Used in Automatic Item Generation
- Summary and Directions for Future Research
- Acknowledgments
- References
- 7 Social Models of Learning and Assessment
- Introduction
- Defining “Social” Models of Learning
- Examples of Assessment Informed by Social Models of Learning
- Example 1: Carbon: Transformations in Matter and Energy (Carbon TIME)
- Example 2: Contingent Pedagogies
- Goals for Learning and their Justification
- Example 3: Data Modeling
- Comparing the Examples: Key Sources of Variation
- Looking to the Future: Additional Considerations for Assessment from a Sociocultural Perspective
- References
- 8 Socio‐emotional and Self‐management Variables in Learning and Assessment
- Introduction
- Importance of Social, Emotional, and Self‐Management Variables in School and in Life: Correlational Studies
- A Social, Emotional, and Self‐Management Framework
- Role of Socio‐Emotional, Attitudinal, and Self‐Management Variables on Summative and Formative Test Scores
- Assessing Socio‐Emotional, Attitudinal, and Self‐Management Variables
- Conclusions and Future Directions
- References
- 9 Understanding and Improving Accessibility for Special Populations
- Accessibility of Educational Assessments
- Cognitive Models of Learning and Performance
- Putting It All Together: Assessing Accessibility for Individual Students
- Conclusion
- References
- 10 Automated Scoring with Validity in Mind
- An Overview of Automated Scoring Applications
- Automated Scoring with Validity in Mind
- Design Decisions in Automated Scoring
- Discussion
- Acknowledgments
- References
- Part II: Methodologies
- 11 Explanatory Item Response Models
- Explanatory Item Response Models: An Approach to Cognitive Assessment
- EIRM Framework and Modeling Principles
- Data Set and Research Questions
- Software and Model Specification
- Example 1: Test Construction and Item Generation
- Example 2: Diagnostic Assessment
- Example 3: Correction for Confounding
- General Discussion
- Acknowledgments
- References
- 12 Longitudinal Models for Repeated Measures Data
- Reading Comprehension Data
- Latent Growth Curve Models
- Growth Mixture Models
- Conclusions
- References
- 13 Diagnostic Classification Models
- Technical Foundations for DCMs
- Evaluating Cognitive Theories through DCM Criticism and Refinement
- Design Considerations for Diagnostic Assessments
- Concluding Remarks
- References
- 14 Bayesian Networks
- Evidentiary Motivations and Logical Bases
- Statistical Definition and Estimation
- Building and Using a BN
- Understanding Models and Results across Communities
- Conclusion
- References
- 15 The Rule Space and Attribute Hierarchy Methods
- Test Design with the RSM and the AHM
- Statistical Pattern Classifications with the RSM and the AHM
- Demonstration of RSM and AHM Using a Real Data Example
- Summary and Future Directions
- References
- 16 Educational Data Mining and Learning Analytics
- Emerging Complex Assessment and Learning Environments
- Case Studies in Assessment of Cognition via EDM
- Conclusions
- References
- Part III: Applications
- 17 Large‐Scale Standards‐Based Assessments of Educational Achievement
- Challenges of Using Cognitive Modelsfor Large‐Scale Assessments
- Examples of Best Practices from Current Testing Programs
- Conclusions and Recommendations
- References
- 18 Educational Survey Assessments
- Introduction
- Building Cognitive Models
- The Role of Cognitively‐based Assessment in ESAs
- Definition and Guiding Examples
- Three Methodological Perspectives
- Summary, Trends and Upcoming Development
- References
- 19 Professional Certification and Licensure Examinations
- Overview of Certification and Licensure
- Assessment Frameworks for Certification and Licensure
- Meeting Practical Certification and Licensure Assessment Challenges
- Conclusions
- References
- 20 The In‐Task Assessment Framework for Behavioral Data
- Introduction
- Evidence‐Centered Design
- In‐task Assessment Framework
- Example I‐TAF Instantiations
- Leveraging the I‐TAF Framework to Instantiate ECD Models
- Discussion
- Acknowledgments
- References
- 21 Digital Assessment Environments for Scientific Inquiry Practices
- Foundations for the Design of the Inq‐ITS System
- Case Studies with Think‐Aloud Components
- The Inq‐ITS System
- Summary
- References
- 22 Assessing and Supporting Hard‐to‐Measure Constructs in Video Games
- Hard‐to‐measure Constructs and Why They are Hard to Measure
- Well‐designed Games as Vehicles for Assessing and Supporting These Constructs
- Evidence‐centered Design and Stealth Assessmentin Well‐designed Games
- Examples of Stealth Assessments of Hard‐to‐Measure Constructs in Two Games
- Validation of In‐Game Measures
- Discussion
- Acknowledgments
- References
- 23 Conversation‐Based Assessment
- Performance‐Based and Conversation‐Based Assessments
- An Augmented Taxonomy for Assessment Tasks
- An Illustration of Conversation‐Based Assessments
- Discussion
- References
- 24 Conclusion to Handbook
- Starting Points for Reflection
- Final Words
- References
- Glossary